Planning the Product

Journal Entries There were real challenges to

producing a mapping artifact for generating/representing the two components (anticipatory set and independent practice) of the lesson plan format supported by NAU Center for Excellence in Education:

Challenges Finding ways to enable student

teachers to see the anticipatory set and independent practice components of their lesson/unit of study as integral parts and as important extensions (focal points) to student learning

Challenges Finding strategies (communication systems)

that involve student teachers in the process of brain storming for identifying questions with substance and meaning for their lessons and district/state standards:

Communicating with each other Communicating with me Communicating with cooperating

teachers Communicating with students

Challenges Finding reading materials suitable

to invoke and sustain best practices for designing learning components (opening and extending) with higher level thinking skills embedded

Challenges Creating a design for the artifact

that is suitable, accessible and sustainable

Artifacts of the Product Teacher survey to collect authentic data

about what is taught for a finite number of lessons (2)

5x8 cards with lesson plan data related to the survey

Student teacher journal reflecting on the process of question making within the two lesson plan components

Preliminary draft of description of units/lessons to be taught, and related district/state standards and skills

Artifacts of the Product Reading list/articles of related

materials The map – the route to higher level

thinking and transfer through questioning in anticipatory set and independent study

Timeline: February 19-March 10 Met with student teachers and cooperating

teachers Constructed and distributed a survey Prepared and distributed the reading materials Collected data and organized it for the mapping

project Discussed reading materials and looked for

reflective comments in student teacher journals

Timeline March 11 – April 2 Met with student teachers and

cooperating teachers Began process of 5x8 cards and teacher

sharing of lesson plans and units of study Coordinated state and district standards

with lesson/concept plans on 5x8 cards Began process of sharing questioning

strategies (examples of anticipatory set and independent practice questions)

Timeline April 3-23 Met with student teachers and

cooperating teachers Began process of identifying structure

and contents of the map Began production of the map Prepared map for presentation to

student teachers, principals, cooperating teachers and ETC 567 cohorts

Objectives for this Mapping Project (Meaningful Product): What is the purpose of anticipatory set

and independent practice in learning? What are the techniques used to

identify anticipatory sets and independent practice questions?

What are some examples of anticipatory set and independent practice questions?

Sharing the Meaningful Product:The Map

“Mapping” is a technique for recording time on task data and then analyzing [and sharing] this data to determine the fit to curriculum and assessment” (English, 1983, p13).

The Map The key element in this map is the

essential anticipatory question that guides the lesson from beginning to end. The essential question is a conceptual commitment – the focus for learning.

The Map Dialoguing within essential

questions is the key to this anticipatory set and independent practice map. It/they are tied directly to the objective/standard. Questions can/should act as a substitute for the objective

Criteria for Writing Questions as Anticipatory

Set and Independent Practice in Lieu of

Objectives: The student must be able to

understand the question Each question should be distinct

and substantial and not repetitious The sequence of the questions

should be logical The questions should be posted in

the classroom

Points to Consider when Mapping Anticipatory Set Use interest,novelty and vividness but

don’t distract form the planned and expected learning

Generate questions/anticipatory set that focus students on the learning, give students some practice that will help them learn the objective/standard and give some idea about the student’s entry level knowledge

Points to Consider when Mapping Anticipatory Set

Remember that “beginning time” is prime time. Don’t use prime time for anything but content, objective/standard and review that is directly related to the immediate lesson.

Points to Consider when Mapping Anticipatory Set

Anticipatory set takes the students’ minds off other things and focuses their attention on immediate content (mental versus physical transition time).

Points to Consider when Mapping Independent

Practice Identify independent practice

questions and activities that promote retention and transfer of knowledge

Create independent practice questions and activities that foster creativity, problem solving skills and independent decision making

Points to Consider when Mapping Independent Practice Well-developed independent

practice tasks can shorten the time it takes to acquire new learning (positive transfer occurs when old learning accelerates the acquisition of new learning). Use phrases like “Can you imagine?” or “Can you figure out?”

Points to Consider when Mapping Independent Practice A good independent practice task

is one of identifying the taught attribute in a new situation, NOT of finding/discovering critical attributes independently.

Example Generated by a Student Teacher (1st Grade) Standard 1M-F6 P02: Add and subtract

money up to $5.00 Standard 1M-F1 P04: Use technology to

solve problems containing larger numbers Standard 6M-F1 P01: Formulate

mathematical problems from everyday situations

Standard 1M-F3 P08: Apply mathematical operations in everyday situations

Example Generated by a Student Teacher (1st Grade) Anticipatory set: how much does

lunch cost? What coins can we use to get to $1.00? What coins and/or bills can we use to get to $5.00?

Example Generated by a Student Teacher (1st Grade) Independent practice: How do we

know what food costs in a restaurant? We can develop and design a menu for a restaurant. Each item must be marked with a price under $5.00. You must decide what coins/bills you will use to pay for the items. You may use a calculator.

THE ARTIFACT – THE MAP

ANTICIPATORY SET & INDEPENDENT PRACTICE MAP

Month____________ Grade_____________

Unit Title or Theme

Standard/objective #1 Standard/objective #2

Objective as anticipatory set:Essential question #2

Objective as anticipatory set:Essential question #1

ANTICIPATORY SET & INDEPENDENT PRACTICE MAP, CONTINUED

Independent practice Essential question #1

For Transfer/creativity/problem solving

Independent practice Essential question #2

For Transfer/creativity/problem solving

Activity

Activity