Conducting Practicing and Deepening Lessons

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Conducting Practicing and Deepening Lessons by Mind Map: Conducting Practicing and Deepening Lessons

1. Structured Practice

1.1. Modeling

1.2. Guided Practice

1.3. Close Monitoring

1.4. Frequent Structured Practice

1.5. Varied Practice

1.6. Fluency Practice

1.7. Worked Examples

1.8. Practice sessions prior to testing

2. Comparing Similarities and Differences

2.1. Sentence-stem comparisons

2.2. Summaries

2.3. Constructed-response comparisons

2.4. Venn Diagrams

2.5. T-Charts

2.6. Double-bubble diagrams

2.7. Comparison matrices

2.8. Classification Charts

2.9. Dichotomous keys

2.10. Sorting, matching, categorizing

2.11. Similes

2.12. Metaphors

2.13. Sentence-stem analogies

2.14. Visual analogies

3. Examining Errors in Reasoning

3.1. Identifying errors of faulty logic

3.2. Identifying errors of attack

3.3. Identifying errors of weak reference

3.4. Identifying errors of weak reference

3.5. Identifying errors of misinformation

3.6. Practicing identifying errors in logic

3.7. Finding errors in the media

3.8. Examining support for claims

3.9. Judging reasoning and evidence in an author's work

3.10. Identifying statistical limitations

3.11. Using student-friendly prompts

3.12. Anticipating student errors

3.13. Avoiding unproductive habits of mind

4. Conducting Knowledge Application Lessons

4.1. Providing Resources and Guidance

4.1.1. Using proficiency or scoring scales

4.1.2. Providing resources

4.1.3. Providing informational handouts

4.1.4. Teaching research skills

4.1.5. Conducting interviews

4.1.6. Circulating around the room

4.1.7. Collecting informal assessment information

4.1.8. Offering feedback

4.1.9. Creating cognitive dissonance

4.2. Generating and Defending Claims

4.2.1. Introducing the concept of claims and support

4.2.2. Presenting the formal structure of claims and support

4.2.3. Generating claims

4.2.4. Providing grounds

4.2.5. Providing backing

4.2.6. Generating qualifiers

4.2.7. Formally presenting claims

4.3. Engaging Students in Cognitively Complex Tasks

4.3.1. Tasks to examine the efficiences of multiple methods of problem solving

4.3.2. Experimental-inquiry tasks

4.3.3. Problem-solving tasks

4.3.4. Decision-making tasks

4.3.5. Investigation tasks

4.3.6. Invention tasks

4.3.7. Student-designed tasks

5. Using Strategies that Appear in All Types of Lessons

5.1. Previewing Strategies

5.1.1. Informational hooks

5.1.2. Bell ringers

5.1.3. What do you think you know?

5.1.4. Overt linkages

5.1.5. Preview questions

5.1.6. Brief teacher summaries

5.1.7. Skimming

5.1.8. Teacher-prepared notes

5.1.9. KWL Strategies

5.1.10. Advance organizers

5.1.11. Anticipation guides

5.1.12. Word splashes

5.1.13. Preassessments

5.2. Highlighting Critical Information

5.2.1. Repeating the most important content

5.2.2. Asking questions that focus on critical information

5.2.3. Using visual activities

5.2.4. Using narrative activities

5.2.5. Using tone of voice, gestures, and body position

5.2.6. Using pause time

5.2.7. Identifying critical-input experiences

5.2.8. Using explicit instruction to convey critical content

5.2.9. Using dramatic instruction to convey critical content

5.2.10. Providing advance organizers to cue critical content

5.2.11. Using what students already know to cue critical content

5.3. Reviewing Content

5.3.1. Cumulative review

5.3.2. Cloze activity

5.3.3. Summary

5.3.4. Presented problem

5.3.5. Demonstration

5.3.6. Brief practice test or exercise

5.3.7. Questioning

5.3.8. Give one, get one

5.4. Revising Knowledge

5.4.1. Academic notebook entries

5.4.2. Academic notebook review

5.4.3. Peer feedback

5.4.4. Assignment revision

5.4.5. Five basic processes (reviewing, identifying mistakes, identifying gaps, fixing, explaining fixes)

5.4.6. Visual symbols

5.4.7. Writing tools

5.5. Reflecting on Learning

5.5.1. Reflective journals

5.5.2. Think logs

5.5.3. Exit slips

5.5.4. Knowledge comparisons

5.5.5. Two-column notes

5.6. Assigning Purposeful Homework

5.6.1. Homework preview

5.6.2. Homework to deepen knowledge

5.6.3. Homework to practice a process or skill

5.6.4. Parent-assessed homework

5.7. Elaborating on Information

5.7.1. General inferential questions

5.7.2. Elaborative interrogation

5.7.3. Questioning sequences

5.8. Organizing Students to Interact

5.8.1. Group for active processing

5.8.2. Group norms creation

5.8.3. Fishbowl discussion

5.8.4. Job cards

5.8.5. Predetermined buddies to help form ad hoc groups

5.8.6. Contingency plan for ungrouped students

5.8.7. Group using preassessment information

5.8.8. Pair-check

5.8.9. Think-pair-share/square

5.8.10. Student tournaments

5.8.11. Inside-outside circle

5.8.12. Cooperative learning

5.8.13. Peer-response groups

5.8.14. Peer tutoring

5.8.15. Structured grouping

5.8.16. Group reflecting on learning