CONCEPT MASTERY ROUTINE with Joe Fisher Patti Ward

CONCEPT MASTERY ROUTINE with Joe Fisher, Patti Ward, & Monica Harris October 29, 2010

Monica’s Table Targets Tier 1 Tier 2 Tier 3 word study graphic organizers explicit strategy instruction direct instruction cooperative learning I do it, we do it, ya’ll do it, and you do it. vocabulary fluency comprehension motivation/ goal setting peer-assisted learning embedded strategies modeling practice feedback cue-do-review 8 -stages of instruction

Vocabulary Age Expressive Receptive 50 words - 2 years 200 -300 words - 3 years 900 -1000 words - 18 months 6 years (1 st) 2, 500 words 20, 000 words 11 years (6 th) - 50, 000 words 17 years (12 th) 21 years (college) 22, 000 words 80, 000 words - 65 years (retire) 45, 000 words -

Expressive Vocabulary Student use of a new word is strongly related to depth of understanding. Deep level = freely used Hit Activity Surface level = avoided or misused SNL Story Kim Ramous’ Temple Story Ubiquitous Activity Kaul Readings

______ U Ubiquitous (yoo-bik-wu-tus) adj. Being or seeming to be everywhere at the same time; omnipresent. “He plodded through the shadows fruitlessly like an ubiquitous spook. ” American Heritage Dictionary

Deepening Student Understanding TTYN - What would you do to help students better understand a new word? Research suggests…. Say the word aloud ○ “valentimes”, “valevictorian”, “anenome” Give a user friendly explanation and synonyms – link it to what kids know Provide many examples and nonexamples Have students generate examples and connect it to their experiences

Simple Routine – Word Map

What is the CMR? A research-validated instructional routine. Created to deepen diverse groups of students’ understanding of concepts. It is used to describe concepts and clarify student understanding of them. Do NOT use this tool to explain sequences (e. g. , long division) or to compare and contrast ideas (e. g. , animal vs. plant cell).

What is a Concept? Concepts are unique types of vocabulary words. They represent categories or classes into which other ideas fit. They have characteristics that make them different from other ideas. Examples – quadratic equation, democracy, symbolism, isotope Nonexamples – ax 2 + bx + c = 0, the U. S. House, Uranium 238

Concept Latter or Pyramid Is Epic Hero a concept? Hero Epic Hero Odysseus Indiana Jones Super Hero Underdog Superman

Concept Latter or Pyramid Is City State a concept? State City State Sparta Vatican City Nation State USA France

Concept Ladder or Pyramid TTYN – Try to identify other concepts.

When is the CMR used? This routine can be used to introduce a concept. It can be used to clarify initial instruction on a concept. Using this routine helps to clarify, refine, and deepen students understanding of concepts.

Where is the CMR used? This routine can be used in: General education classrooms Co-taught classrooms Academic support classrooms Special education classrooms

How is the CMR used? Teaching Device - Concept Diagram Cue-Do-Review Instructional Sequence

CONCEPT DIAGRAM Key Words Overall Concept Always Examples Definition Sometimes ~~~~~~~~~~~~~~ ~~~~~~~ Never Nonexamples

Key Words Examples Always Concept Definition CONCEPT DIAGRAM Sometimes Nonexamples Never Overall Concept

CONCEPT DIAGRAM Key Words Concept Planet Always Celestial Body Sometimes has life ~~~~~~~ is round from its gravity has moons ~~~~~~~ has “cleared its neighbor- is cold ~~~~~~~ hood” of smaller objects ~~~~~~~~~~~~~~ orbits the Sun Examples Never makes its own light Nonexamples Pluto Earth 2003 UB 313 Mars Saturn Overall Concept Neptune Definition A planet is a celestial body that always orbits the Sun, is round from its own gravity, and has “cleared its neighborhood” of smaller objects.

Cue-Do-Review Instructional Sequence Cue - Prior to using a Concept Diagram, discuss with students: what you are going to do, why you are going to do it, and how you are going to do it.

Cue-Do-Review Instructional Sequence Do - Interactively construct a Concept Diagram with students by: using Choral Responding using Question Bouncing using Response Cards or Slates using Think-Pair-Share

Cue-Do-Review Instructional Sequence Review - Ask questions of students to make sure that they understand the concept taught.

What is the impact of the Concept Mastery Routine? Validation Study (Bulgren et al. , 1993) Students with disabilities improved 22 percentage points from pretest to posttest on concept acquisition, and students without disabilities improved 34 percentage points. Compared to unit test scores when not used, students with disabilities improved 11 percentage points on unit tests when then routine was used, and students without disabilities improved 15 percentage points.

What is the impact of the Concept Mastery Routine? Validation Study (Fisher et al. , 2010)

Lets Practice! Model - Predicate Nominative Clause Guided Practice – Fish, Limericks, Quadrilaterals, or City States

The Framing Routine – Ed Ellis

HQ Concept Diagrams have Characteristics… • that begin with verbs. list Examples and Nonexamples… • that get progressively harder. have a Testing Ground… • that contains practice items for independent practice. are constructed interactively with students.

Let’s Practice Some More! Independent Practice – Build several alone or with colleagues and share with the group.

CONCEPT DIAGRAM Key Words Overall Concept Always Sometimes Never ~~~~~~~~~~~~~~ ~~~~~~~ Examples Definition Nonexamples

Key Words Examples Always Concept Definition CONCEPT DIAGRAM Sometimes Nonexamples Never Overall Concept