WICORizing Instruction Lesson 4

Objective

Learners will be able to design a WICOR-driven ELA lesson for their classroom and reflect on student learning.

Materials

• Chart Paper
• Highlighters

Reading & Writing

Directions:

 1. Choose a topic you would like to explore with your class. 
 2. Choose at least 3 texts with different Lexile levels to meet the needs of all learners.
 3. As you read, make sure they are annotating. 

Inquiry

Quality of questions/prompts Questions of high-quality cause students to think and reflect, to deepen their understanding, and to test their ideas against those of their classmates. When teachers ask questions of high quality, they ask only a few of them and provide students with sufficient time to think about their responses, to reflect on the comments of their classmates, and to deepen their understanding. Occasionally, for the purposes of review, teachers ask students a series of (usually low-level) questions in a type of verbal quiz. This technique may be helpful for the purpose of establishing the facts of a historical event, for example, but should not be confused with the use of questioning to deepen students’ understanding. Effective teachers promote learning through discussion. A foundational skill that students learn through engaging in discussion is that of explaining and justifying their reasoning and conclusions, based on specific evidence.

Teachers skilled in the use of questioning and discussion techniques challenge students to examine their premises, to build a logical argument, and to critique the arguments of others. Some teachers report, “We discussed x,” when what they mean is “I said x.” That is, some teachers confuse discussion with an explanation of content; as important as that is, it’s not discussion. Rather, in a true discussion, a teacher poses a question and invites all students’ views to be heard, enabling students to engage in discussion directly with one another, not always mediated by the teacher. Furthermore, in conducting discussions, skilled teachers build further questions on student responses and insist that students examine their premises, build a logical argument, and critique the arguments of others. • Student participation In some classes a few students tend to dominate the discussion; other students, recognizing this pattern, hold back their contributions. The skilled teacher uses a range of techniques to encourage all students to contribute to the discussion and enlists the assistance of students to ensure this outcome.

Indicators include:

• Questions of high cognitive challenge, formulated by both students and teacher 

• Questions with multiple correct answers or multiple approaches, even when there is a single correct response

• Effective use of student responses and ideas 

• Focus on the reasoning exhibited by students in discussion, both in give-and-take with the teacher and with their classmates

• High levels of student participation in discussion

Directions:

 1. Write down 5 open-ended questions based on the text that will stimulate discussion.
 2. Put students in groups and allow them to discuss the questions and critique each other.
 3. Prompt students to use accountable talk stems.

Collaboration

Directions:

 1. Create a community using collaborative structures
 2. Explain how collaboration supports and honors student differences that benefit the classroom community
 3. Engage students in creating and monitoring the norms for successful collaboration
 4. Develop students’ abilities to utilize collaborative structures

Rationale

To afford students the opportunity to work with peers in various group configurations as they engage subject matter across content areas. Collaboration is essential for student success as it entails experiencing the challenges and opportunities associated with a diversity of perspectives and working styles, which can deepen metacognitive thinking, accelerate learning, and broader perspective. Utilizing collaborative structures to provide students with the opportunity to work with different peers—from diverse backgrounds and with varying experiences—strengthens not only the class community but enriches the learning experience for every student involved.

Organization

Directions:

 1. Develop students’ skills around the use of tools for organizing materials
 2. Support students as they synthesize these tools into a system for organizing materials
 3. Engage students in creating and monitoring the norms for successful collaboration
 4. Teach and facilitate the five phases of the note-taking process to maximize student learning
 5. Teach students best practices for note-taking that ensure students’ notes are a tool for learning

Rationale

The process of becoming an organized person can begin by learning skills and systems for managing materials. Students (and educators) are often frustrated by lost assignments, inability to find materials, and general disorganization. As proficiency with an organizational system for materials increases and begins to eliminate these frustrations, the benefits of organization become apparent. In turn, this can motivate persistent use of these skills and systems and development of long-term organizational routines, which translates to college and career readiness.

Learner Review

Directions:

                   1. Write a 2-page reflection on the lesson, answering all the questions in the questions section.
                   2. Discuss your reflective piece with a group (3 people) of the participant for this lesson.
                   3. After your discussion, give feedback to each other on what was missed or any other noticings

( Writing)  (Inquiry Questions)- 
            * In what ways does WICOR promote student engagement?           
          

Closure

Why WICOR stands Out

https://drive.google.com/file/d/1ag7rH4peEszb_ZqzLw3f6mfuJYeT-BfY/view?usp=sharing

References

Guthrie, L. F., & Guthrie, G. P. (2002). The Magnificent Eight: AVID Best Practices Study. Final Report.

Guthrie, G. P., & Guthrie, L. F. (1991). Streamlining interagency collaboration for youth at risk. Educational Leadership, 49(1), 17-22.

Guthrie, L. F., & Guthrie, G. P. (1988). Minority Retention and Achievement: Evaluation of the California State University Summer Bridge and Intensive Learning Experience Programs. Final Report.