KWL re: Complex Instruction
Edel 188  c#9  3/30/06
 
 K – “What I know about what I’m about to do with CI.”
Specific to person
1.    I know that I will have four groups of 3-4 kids.  They will rotate for four days.  The activities all have to do with foods from around the world.
2.    Consists of five activities.  The five groups complete by rotating over five days.

 
General to CI
1.    students have roles and each have a specific task to complete.  (reporter, recorder, etc.  The group is not done until everyone is done.  All roles are needed to complete the activity.
2.    teaches students about groupwork.  Students each have roles to ensre that everyone participates.
3.    I’m about to design a rotation that provides students with specific roles to fulfill within a group to produce a collective outcome.
4.    Should use multiple abilities for activities.
5.    Students should be strategically placed in groups to complete multiple ability assignments that show strengths of all the students.
6.    CI involves assigning competence to our low status students.
7.    The activities need to be complex enough to challenge students for ~45 minutes to 1 hour.  They address multiple abilities.  It looks like student-led learning with teacher monitoring and encouraging.
8.    Members work together each playing a part and role to create a cooperative piece.

 
W – “What I want to know about what I’m about to do with CI.”
1.    If a group of students just aren’t working well together, is it okay to switch them?
2.    For resource card, can I use a non-fiction book?
3.    For the pre/post test should we measure knowledge of content or multiple abilities?
4.    What do you do with the activities/projects that are finished each day?  Do the kids present them during the closing meeting?
5.    Can I give a first grader two roles?
6.    Will four different activities on food from around the world be too narrow?
7.    How do I describe the role of facilitator to very young students so they do not find it unfair that this person is a type of leader?  Perhaps they won’t have a problem with it.
8.    I want to know more about getting slower processors and lower academic students involved.
9.    How can I encourage students to work as a team so everyone is as engaged as possible?
10.    Are there ever and groups of students that do not benefit from ci?
11.    How often would it be beneficial to do CI?  If it occurs once a week, do the benefits not become as strong because it is done so often?
12.    I want to know how to create an effective pre/post test for ci.
13.    How should I organize the groups?  What roles?
14.    How much time for sharing?
15.    How is sharing structured?
16.    How much preparation with roles and norms?  How far in advance?
17.    How do I incorporate and deal with team teaching?
18.    How do I fix / prevent behavioral problems curing CI stations?
19.    Many students don’t get along, groups are made as friendly as possible yet issues will arise.  Pre/post tests?

 
 
 
L “What I’ve learned about doing CI.”
1.    I’ve learned that it is important for kids to actually learn from the activity – not just doing it “just because.”
2.    How to create lessons that will work well during a CI rotation.
3.    I’ve learned that CI deals with five “rich” activities.
4.    Assign competence to low status students.
5.    Go over multiple abilities at the beginning of each day.