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Teaching Decision-Making: A New Higher Order Reasoning Content Enhancement Routine

Wednesday
8:30 AM - 9:45 AM
Regency B

The purpose of this presentation is to introduce the DECISION-MAKING ROUTINE. This new Content Enhancement Routine extends the line of higher order reasoning routines that can be used across content areas, domains, and curricula. It is designed to be used to help teachers and students consider an important issue, identify and rank different options or ways to respond to the issue, consider alternatives, come to a decision, and explain the reasoning. In this interactive session, attendees will be introduced to the Decision-Making Table, the Linking Steps, the embedded cognitive strategy, and how this routine is used with the Cue-Do-Review instructional procedures. It responds to reasoning required in state and national standards. Research data will presented on the effect of the use of the Routine on the performance of students of diverse abilities including knowledge of strategy steps, ability to apply the strategy ability to generalize its use, the correlation between students' knowledge of strategy steps and their ability to apply the strategy; and difference in student motivation to learn and confidence in the use of strategies between students whose teachers used the Decision-Making Routine and those who did not.

Learning Outcomes/Next Steps

Objectives are:

  • To introduce attendees to the Decision-making Routine.
  • To provide time for collaborative group discussion, insights, recommendations and a question and answer session.
  • To share group feedback on its use in different content areas and domains, and its power to respond to rigorous standards and assessments.
Session Topics: 
Content Enhancement

HLPs Relevant to this session

Special Education HLPs: 
HLP 11 Instruction: Identify and prioritize long and short term learning goals
HLP 12 Instruction: Systematically design instruction toward a specific learning goal
HLP13 Instruction: Adapt curriculum tasks and materials for specific learning goals
HLP 14 Instruction: Teach cognitive and metacognitive strategies to support learning and independence
HLP 15 Instruction: Provide scaffolded supports
HLP 16 Instruction: Use explicit instruction
HLP 18 Instruction: Use strategies to promote active student engagement
HLP 21 Instruction: Teach students to maintain and generalize new learning across time and settings
HLP 22 Instruction: Provide positive and constructive feedback to guide students' learning and behavior
General Education HLPs: 
HLP 1: Leading a group discussion
HLP 2: Explaining and modeling content, practices, and strategies
HLP 3: Eliciting and interpreting individual students' thinking
HLP 4: Diagnosing particular common patterns of student thinking and development in a subject-matter domain
HLP 5: Implementing norms and routines for classroom discourse and work
HLP 6: Coordinating and adjusting instruction during a lesson
HLP 7: Specifying and reinforcing productive student behavior
HLP 8: Implementing organizational routines
HLP 10: Building respectful relationships with students
HLP 12: Learning about students' cultural, religious, family, intellectual, and personal experiences and resources for use in instruction
HLP 14: Designing single lessons and sequences of lessons
HLP 15: Checking student understanding during and at the conclusion of lessons
HLP 18: Providing oral and written feedback to students

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