Stop, Think, and Write: Think of something complex and difficult and significant that you have learned to do recently (You can use the same learning activity that you used for the last module).  Now think of how you were assisted through the challenges of doing this new thing and building ways to think, know and be associated with doing it.  Who were your teachers - both close teachers and fellow learners working with you or distant teachers and learners who were models in world, like authors or YouTube video creators? How did the teaching and peer support work that most helped you? 

Write a brief response to these questions in your folder in our shared Google Drive.

As another priming activity, take a look at Sara Gamboa's final unit plan shared below. Though Sara has gone beyond the expectations for this course, it serves as a great model.  Notice how her walkthrough lessons support threshold knowledge goals, and how the walkthrough lessons are sequenced according to the principles of sequencing shared here (close to home to further from home, more concrete to more abstract, simpler to more complex, etc.)

Walk-Through, Extend, & Explore Video

Walk-Through, Extend, & Explore Elementary Addendum

(For your convenience for review, you can also access this PDF of the slide deck).

This voiced slide deck will highlight major principles and practices of the walk-through (the crux move of apprenticeship) and the extending and exploring of the learning to consolidate it and deepen knowing so that it can be transferred to new situations (what is called high road transfer - the hallmark and proof positive of understanding).

If you prefer a more detailed live webinar recording that goes a bit deeper, here it is!

https://americanreading.zoom.us/rec/share/uOJ7bJLS-GVIcK_M8GjCBKMPBKHlT6a82yFN-vINyRnEUA2fGqHoIyg_PCH0U72c

Think Aloud Workshop:

This workshop highlights thinking aloud and how to do it, but is also meant to model the apprenticeship process of modeling, mentoring and monitoring to gradually release responsibility no matter what walkthrough/apprenticeship teaching technique you are using.

Part One: Introduction and Free Response Think Alouds Video

Part Two: Follow Up and Cued Think Alouds Video

(For your convenience for review, you can also access this PDF of the slide deck. Both of the above screencasts are part of this slide deck.)

Next, apply what you've learned to analyze one teacher's think aloud. EdPuzzle is an easy to use website that turns YouTube videos into interactive teaching tools. As you do this Edpuzzle about think alouds, also think about what kind of content from YouTube you could use in your EMPOWERed lesson planning.

These two screencasts will model and mentor you into the process of thinking aloud, using a central text from the middle/secondary book Number The Stars.  Download this blank template of the final chapter of Number the Stars for use with these screencasts. The other two templates are models of how to model a cued think aloud and a free response think aloud along the lines of what is provided in this screencasts.  You should access those after you have watched the screencasts and done your own think alouds.

• Example: Number The Stars Free Response Think Aloud

• Example: Number the Stars Cued Think Aloud: Symbolism

Readers Rules of Notice can be a very helpful tool for helping readers (and writers) of any text, and are especially helpful with think alouds.  Use the handy file below to help you use readers rules of notice, or check out DIVING DEEP INTO NONFICTION for a more thorough look.

Suggest some supplementary readings you have done or would like to do that explore how an instructional technique can “apprentice” a learner into the engagement and capacity of an expert. Explain how you know that guided inquiry and cognitive apprenticeship can be put in play through the use of this technique - that it can be used to EMPOWER - to model, to mentor and then to monitor student learning over time until a mental model of expertise is used and transferred to new situations.  Share on our padlet.

Navigate to your folder in our shared Google Drive and open your unit template.

If you are using our unit plan, you will want to complete the following components associated with this module:

• Sequence of Activities

• Ongoing Formative Assessment (Begin brainstorming ideas for ongoing formative assessment as you create your sequence of activities for the unit. You will revisit this in Module 7.)

• Culminating Project (Revisit the Culminating Project you brainstormed in Module 4. Flesh out your plans for your culminating project and consider how your Sequence of Activities will lead students to independent success on the Culminating Project.)

Fostering student engagement with online learning:

https://us.corwin.com/en-us/nam/online-teaching-toolkit

Creating effective instructional videos

https://www.edutopia.org/video/how-make-effective-videos-learning?utm_source=Edutopia+Newsletter&utm_campaign=7d1a87c667-EMAIL_CAMPAIGN_051320_enews_schoolleaders&utm_medium=email&utm_term=0_f72e8cc8c4-7d1a87c667-79241351

Other ideas:

Create a YouTube how-to video of one of the techniques from your lessons, e.g. how to do a think aloud to identify key details or how to use a specific visualization technique at home with parents.  Think about how this could be shared with parents or other "keepers" to help them model a think aloud (or other technique) and/or use it to guide their at-home learners to do one.

Check out Panoptica and other apps for capturing and sharing models of how teachers engage in a process of problem-solving, reading, etc.

What are some other applications that would be useful in modeling how to use the instructional technique in this section for learners?  For example, photo collages demonstrating how to do something in step by step fashion. Optional: Share any ideas you have with your mentor.