Tylerwgilbert@outlook.com

Fisherandfrey.com

CONNECT BEFORE CONTENT

Source: Sarah Carter – Mathequalslove.net

Directions:

• Find a different person for each time on the clock, introduce yourself and your current role, and write their name down.
• Remember their face because you will be partnering with each clock partner at some point throughout the day.
• After getting your clock partners, go back to your seat to indicate you have completed the task.

Doug

Nancy

Tyler

John

ACTIVATING BACKGROUND KNOWLEDGE

Source: Sarah Carter – Mathequalslove.net

Doug

Nancy

Tyler

John

What experience and knowledge around the Gradual Release of Responsibility Framework and/or Microlearning are you bringing to today’s learning?

TODAY’S LEARNING:

FRONTLOADING THE CHUNKING EXPERIENCE

FEATURES:

My notes for Chunk 1. . .

My notes for Chunk 2. . .

What my 12 O’Clock partner said. . .

My summary of insights

What my 12 O’Clock partner said. . .

ACTIVE LEARNING/CHECKING FOR THINKING:

Chunk 1

Teacher responsibility versus student responsibility:

Who’s holding the reins?

Chunk 1

Is it a slow drip?

Chunk 1

Or, full release?

Effective Organization of Instructional Time

I do it

We do it

You do it together

You do it

alone

Hunter

• Objective
• Anticipatory Set
• Input & modeling
• CFU

​

• Guided Practice
• Closure

​

• Independent Practice

Effective Organization of Instructional Time

I do it

We do it

You do it together

You do it alone

Hunter

3 Step

• Objective
• Anticipatory Set
• Input & modeling
• CFU

​

• Guided Practice
• Closure

​

• Independent Practice

Step 1

• Explanation

​

Step 2

• Application

​

Step 3

• Synthesis

​

Effective Organization of Instructional Time

I do it

We do it

You do it together

You do it alone

Hunter

3 Step

3 Phase

• Objective
• Anticipatory Set
• Input & modeling
• CFU

​

• Guided Practice
• Closure

​

• Independent Practice

Step 1

• Explanation

​

Step 3

• Synthesis

​

Phase 1

• Direct Instruction

​

Phase 2

• Guided Practice

​

Phase 3

• Independent Work

​

Step 2

• Application

​

Effective Organization of Instructional Time

I do it

We do it

You do it

together

You do it alone

Hunter

3 Step

GRR

3 Phase

• Objective
• Anticipatory Set
• Input & modeling
• CFU

• Guided Practice
• Closure

​

• Independent Practice

Step 1

• Explanation

​

Step 2

• Application

​

Step 3

• Synthesis

​

Phase 1

• Direct Instruction

​

Phase 2

• Guided Practice

​

Phase 3

• Independent Work

​

Focused Instruction

• Purpose
• Direct Instruction
• Modeling

​

Guided Instruction

• Whole Group &
• Small Group

Collaborative Learning

Independent Learning

Chunk 1

Chunk 1

Implementing the GRR framework challenges teachers to increase student responsibility as quickly and efficiently as possible while providing the scaffolds and supports necessary to ensure they learn.

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

What is the main goal of the gradual release of responsibility (GRR) framework?

A. To allow students to choose their learning path without teacher input.

B. To reduce the time teachers spend on instruction.

C. To shift cognitive responsibility from teacher to student.

D. To ensure all students work independently from the beginning.

​

Chunk 1

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

What is the main goal of the gradual release of responsibility (GRR) framework?

A. To allow students to choose their learning path without teacher input.

B. To reduce the time teachers spend on instruction.

C. To shift cognitive responsibility from teacher to student.

D. To ensure all students work independently from the beginning.

​

Chunk 1

Chunk 1

GRR Framework is Nonlinear in Practice

Chunk 1

Teacher Responsibility Fades as Student Responsibility Increases. . .

Chunk 1

MICROLEARNING

Chunk 1

BRIEF BUT DEEP HIGH-QUALITY FOCUSED INSTRUCTION

Chunk 1

• Prioritize clarity over coverage
• Align every word, example, and question to a microlearning session goal
• Respect students’ cognitive load while still pushing their thinking
• Use time wisely

MICROLEARNING...

has a single-objective focus.

has a short duration: ~15 minutes or less.

is active and interactive.

is a way to introduce new information and provide reinforcement.

Chunk 1

Evaluate your current teaching practices. What’s the balance of cognitive and metacognitive responsibility between you and your students?

​

How might microlearning, as a design principle, sharpen your instruction?

Chunk 1

The Science of Learning

Chunk 2

Chunk 2

Two professors, Two vastly different outcomes. . .

(Freeman et al., 2014)

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

​

FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• Intentionally reduce students’ cognitive load.
• Leverage and incorporate students’ background knowledge into the learning.
• Integrate multiple modalities of learning that provide sensory variety.
• Create a sense of belonging by nurturing positive relationships.
• Explicitly teach self-regulation strategies.

PROMOTING ATTENTION:

Wisniewski (2024)

Chunk 2

Chunk 2

Humans have a limited capacity to acquire new information and store it in long-term memory at any given time. . .

COGNITIVE LOAD THEORY:

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Extraneous --

too much information

​

Intrinsic --

too difficult

TYPES OF COGNITIVE OVERLOAD:

Chunk 2

(Kennedy & Romig, 2021)

4123641437

Chunk 2

Do you recall the numbers?

Chunk 2

412-364-1437

Chunk 2

(Miller, 1956)

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 2

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

Which fo the following strategies reduces cognitive load?

A. Providing long lectures to ensure deep coverage of material.

B. Breaking content into small, digestible chunks.

C. Asking students to memorize large amounts of information at once.

D. Increasing the number of topics covered in a single lesson.

Chunk 2

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

Which fo the following strategies reduces cognitive load?

A. Providing long lectures to ensure deep coverage of material.

B. Breaking content into small, digestible chunks.

C. Asking students to memorize large amounts of information at once.

D. Increasing the number of topics covered in a single lesson.

Chunk 2

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 2

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

• It is work toward a well-defined learning goal.
• It includes ongoing feedback regarding progress and performance.
• I t involves guidance from a teacher, mentor, or coach.
• It aims at successively refining skills through repetition.

DELIBERATE PRACTICE:

(Miller et al., 2020)

Chunk 2

Analyze your reactions to what you’ve just learned about cognitive load, attention, and forgetting.

​

• What information is confirming what you already thought or knew?
• What is surprising to you, altering your perceptions or pushing you to ask additional questions?

Chunk 2

ACTIVE LEARNING/CHECKING FOR THINKING:

Source: Sarah Carter – Mathequalslove.net

Doug

Nancy

Tyler

John

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

“Our ability to transfer is arguably the long-term aim for all of education. You truly understand and excel when you can take what you have learned in one way or context and use it in another, on your own”

– Wiggins and McTighe (2011)

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

• Prep the ingredients
• Cook the protein and veggies
• Assemble
• Serve

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

Medium Chunk:

I am learning how to use drawings to represent and solve one-step addition word problems within 100, where the unknown is the sum

Micro Chunk:

I can create a drawing that accurately represents the quantities in the word problem

Micro Chunk:

I can set up an addition equation based on my drawing using. a symbol for the unknown.

Micro Chunk:

I can solve the equation to find the unknown sum.

Micro Chunk:

I can verify my solution by comparing it to my drawing.

EXAMPLE: 2nd Grade (2.OA.A1)

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

What role do micro chunks play in student learning and microlearning sessions?

A. They provide a checklist or series of checkpoints that help students monitor their progress toward mastering the medium-chunk goal.

B. They are optional and do not need to be communicated to students.

C. They focus on the least important aspets of learning with no connections to the medium-chunk goal.

D. They are use only for grading purpose and do not influence instructional practices.

​

Chunk 3

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

What role do micro chunks play in student learning and microlearning sessions?

A. They provide a checklist or series of checkpoints that help students monitor their progress toward mastering the medium-chunk goal.

B. They are optional and do not need to be communicated to students.

C. They focus on the least important aspets of learning with no connections to the medium-chunk goal.

D. They are use only for grading purpose and do not influence instructional practices.

​

Chunk 3

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 3

Planning Questions:

• After looking at the standard and curriculum, what do I expect students to learn by the end of the lesson?
• Thinking in terms of ~2-15 minute intervals, what steps will students need to take to be successful (micro chunks)?
• How can I organize the short bursts (micro chunks) coherently to ensure students achieve the medium chunk goal?

Evaluate the ways in which you currently make learning goals and criteria for success accessible to all students.

​

How can you ensure that micro chunks of learning are logically sequenced to lead students toward mastery of medium-chunk (lesson) goals?

​

How can you ensure that students can access micro chunks or success criteria?

Chunk 3

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

Text Rendering Protocol (NRSF, 2025)

Sentence:

Phrase:

Word:

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

Economy of language --- only say what is absolutely necessary

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

What is the main goal of the economy of language in microlearning?

A. To provide thorough, detailed explanations.

B. To avoid overwhelming students by delivering only the most essential information.

C. To focus on multiple concepts at once.

D. To extend lesson time for more in-depth coverage.

Chunk 4

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Micro-Assessment:

What is the main goal of the economy of language in microlearning?

A. To provide thorough, detailed explanations.

B. To avoid overwhelming students by delivering only the most essential information.

C. To focus on multiple concepts at once.

D. To extend lesson time for more in-depth coverage.

Chunk 4

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

• Direct instruction --- delivering information or content clearly and systematically, guiding students step-by-step through the learning process to ensure understanding.
• Modeling --- demonstrating a skill and thinking aloud, allowing students to observe the process, and providing a clear path for them to follow in their own work.
• Demonstrations --- showing students a process or concept in action while providing clear, step-by-step explanations, calling attention to the key elements and how it works.
• Lectures --- providing new information and context through speech and visual aids.

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

Direct Instruction:

• Reduces the difficulty of the task during initial practice.
• Scaffolds and provides guidance to support students during initial practice.
• Provides supportive feedback.

(Rosenshine, 2008))

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

Think-alouds demystify the thinking process required to understand and apply concepts and skills

(Loxterman et al., 1994)​

​

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 4

Think about an upcoming lesson. How might you strategically integrate a teacher-driven microlearning?

Which one --- direct instruction, modeling, demonstrating, or lecture --- will best suit the goal of the lesson?

​

What makes you say that?

Chunk 4:

PROMOTING ATTENTION:

​

​

WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

​

• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 5

• Worked examples/exemplars --- walking students through a previously solved problem, thinking aloud to reveal the teacher’s thought process and highlight key insights, and helping students see how each step connects to the solution.
• Read-alouds and shared reading --- bringing texts to life by reading them aloud to students; pausing to explore and discuss keywords, phrases, paragraphs, and ideas; and helping to deepen understanding and engagement with the material.
• Write-alouds --- composing in front of students as a way of apprenticing them to more academid writing than they are doing on their own.
• Shared and interactive writing --- sharing the pen with students as the composing process unfolds in a way that gives students writing experience that is both guided and hands on.

Jigsaw

Chunk 5

PROMOTING ATTENTION:

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WISNIEWSKI (2024), SUGGESTS THERE ARE FIVE PRINCIPLES FOR PROMOTING STUDENT ATTENTION:

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• INTENTIONALLY REDUCE STUDENTS’ COGNITIVE LOAD.
• LEVERAGE AND INCORPORATE STUDENTS’ BACKGROUND KNOWLEDGE INTO THE LEARNING.
• INTEGRATE MULTIPLE MODALITIES OF LEARNING THAT PROVIDE SENSORY VARIETY.
• CREATE A SENSE OF BELONGING BY NURTURING POSITIVE RELATIONSHIPS.
• EXPLICITLY TEACH SELF-REGULATION STRATEGIES.

Chunk 5

• Worked Examples (pgs. 63-65)
• Interactive Read-Alouds and Shared Reading (pgs. 66-68)
• Write Alouds (pgs. 69-70)
• Share and Interactive Writing (pgs. 70-72)

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HOME Group

In HOME group, each member reads a different text-dependent microlearning---annotating, questioning, and taking notes.

Chunk 5

EXPERT Group

In EXPERT group, your goal is to become an expert on your text-dependent microlearning, to deepen your understanding so that you can communicate clearly.

Chunk 5

EXPERT Group

• What was your favorite part?
• What stood out most to you?
• What questions do you have?
• How does this fit into your context?
• What information is MOST important to share with our HOME group?

Conversation Starters

• This text-dependent microlearning is important because...
• I don’t understand...
• How would this work if...?
• My favorite part is...
• I agree/disagree because...
• I like/disliked where it said...
• I see this best used for...

Chunk 5

HOME Group

In HOME group, each text-dependent microlearning expert presents. Others can add to or ask clarifying questions.

Chunk 5

Consolidate your EXPERTISE

RETURN to your EXPERT group to consolidate your thinking.

How does our topic link to the whole reading?

Which might have the greatest impact on the one we discussed?

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Chunk 5

EXPERTISE Consolidation Group

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Conversation Starters

Chunk 5

Now that we've heard every section, what role does our section play in the whole text?

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What would readers misunderstand if our section were missing?

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Which other group's section connects most closely to ours? Why?

"After hearing the other groups, I now realize that...”

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"Our information makes more sense because...”

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"I understand our section differently because..."

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"Teaching others helped me realize..."

Think about an upcoming lesson. How might you strategically integrate a text-dependent microlearning? Which one --- worked examples/exemplars, read-alouds/shared reading, write-alouds/shared and interactive writing --- will best suit the goal of the lesson? What makes you say that?

Chunk 5

Tyler

ACTIVE LEARNING/CHECKING FOR THINKING:

Source: Sarah Carter – Mathequalslove.net

Doug

Nancy

John

Meet with your 6 O’Clock partner and “micro-sermonize” Chunks 4 & 5.

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Give a 30-60 second speech explaining the value of the learning.

ACTIVE LEARNING/CHECKING FOR THINKING:

Meet with your 6 O’Clock partner and “micro-sermonize” Chunks 4 & 5.

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Give a 30-60 second speech explaining the value of the learning.

Chunks 1-5

Reflection Protocol: Timeline

• Write down a list of your learning from today’s learning on sticky notes.
• Recall the ORDER of your learning.
• As a team/table, create an overall timeline of your learning during this Microlearning Pre-Conference Session.

Nancy

Doug

Tyler

John

Thank you!

Tylerwgilbert@outlook.com

Fisherandfrey.com