Study: Teaching With The Instructional Cha-Chas

SOLUTION TREE
BOOK
STUDY
Teaching With the
Instructional Cha-Chas
BOOK STUDY
with Solution Tree
by LeAnn Nickelsen and Melissa Dickson
SCHEDULE CHART
What We Will Discuss Assignment Ideas
**Once we know grade Preview of **Once we know grade
Dates They Read
levels and roles of teachers, Next Session – levels and roles of
1-2 EDT Beforehand
we will design the specific Assignment Ideas teachers, we will design
strategies that we will share some assignment choice
• Welcome and explain

big picture of our time
together; why we wrote
the book; what the 4 steps *For next session,
are doing for schools, what give participants
goodies they will receive overview of Ch.
Chapters 1-2 Create alignment with a
June 2 during this book study 3-4 and possible
LeAnn lesson – use Matrix
• Concepts we teach: assignments if they
Research (effect size), want extra hours
dance/rhyme, alignment, (CEUs).
top portion of lesson
plan template (LeAnn will
prepare)
Create lessons using one

of the tools from these
• Questions they have chapters; video record a
• Share some assignments Think Aloud; video record
from previous meeting (ask *For next session, any child practicing the
permission) give participants Student Think Aloud (with
Chapters 3-4
June 9 • Concepts we teach: Know overview of Ch. permission, of course);
LeAnn
students; pre-assess 5-6 and possible complete a rotation station/
students, chunking tools assignments. jigsaw plan (virtually or
(Ch. 3-4 – LeAnn will for next year’s classroom);
prepare) incorporate any of the
templates for your texts or
learning targets
• Questions they have

• Share some assignments *For next session,
from previous meeting (ask give participants
Chapter 5-6
June 16 permission) overview of Ch.
Melissa
• Concepts we teach: Chew 7-8 and possible
and Check (Chapters 5-6) - assignments
Melissa
• Questions they have

• Share some assignments
*Bonus: They can
from previous meeting (ask
create a completed *Bonus: They can create a
Chapters 7-8 permission)
June 23 lesson using the completed lesson using the
Melissa • Concepts we teach:
template for our template for our feedback
Differentiation and Lesson
feedback
Plan Template (Ch. 7-8) -
Melissa
1 BOOK STUDY: Instructional Cha-Cha

Teaching With the Instructional Cha-Chas: Four Steps to Make Learning
Stick
By LeAnn Nickelsen and Melissa Dickson
_____________________
Study Guide
This study guide is a companion to the book Teaching With the Instructional Cha-Chas: Four
Steps to Make Learning Stick by LeAnn Nickelsen and Melissa Dickson. Teaching With the
Instructional Cha-Chas provides a four-step cycle—(1) chunk, (2) chew, (3) check, and (4)
change—that educators can easily implement. Teachers can chunk (instruct), help students chew
(learn), check (evaluate), and change (differentiate) to meet students’ needs and increase student
achievement.
This guide is arranged by chapter, enabling readers to either work their way through the entire
book or focus on the specific topics addressed in a particular chapter. It can be used by
individuals, small groups, or an entire team to identify key points, raise questions for
consideration, or assess conditions in a particular school or district.
We thank you for your interest in this book, and we hope this guide is a useful tool in your
efforts to create deliver content and effectively use the formative assessment process in your
classroom.
Copyright © 2019 by Solution Tree Press
--1--
2 BOOK STUDY: Instructional Cha-Cha © 2019 Solution Tree Press
Teaching With the Instructional Cha-Chas: Four Steps to Make Learning Stick—Study Guide
Chapter 1
Choreograph Your Instruction With the Cha-Chas Steps
_____________________
1. Define effect size. What do researchers say is the most effective way to improve student
learning and achievement?
2. When do preassessments, formative assessments, and summative assessments occur? List
some of the characteristics of the formative assessment process.
3. What is differentiated instruction? What is team differentiation and is it a worthwhile
practice?
4. What are the four steps of the instructional cha-chas cycle? What are the goals of every
lesson when implementing this cycle? Why is planning the foundation for quality
lessons?
5. What is chunking? How does chunking help students learn? What do students do with the
chunked content during chews, the second step?
6. During which step do educators teach students to self-assess and self-monitor? When do
teachers introduce major differentiation?
--3--
Chapter 2
Move Smoothly From Broad Ideas to Smaller Ideas
_____________________
1. Why is it important to create daily, student-friendly learning targets when planning a
lesson? Consider a lesson you teach. How many learning targets do you have in place to
help students reach the standard?
2. Describe the process for identifying learning targets. Why is unpacking standards
necessary for creating learning targets?
3. List the five characteristics of strong learning targets.
4. What are the necessary qualities of the main formative assessment for determining if
students are mastering learning targets? Provide some examples of formative assessments
that have these characteristics.
5. Why is it important to provide students with the criteria for success? Do you ever involve
your students in the development of these criteria? How might student learning benefit
when they help design criteria for success?
--4--
Chapter 3
Get to Know Your Dance Partners
_____________________
1. Why should teachers take the time to get to know their students? What are some methods
you use to get to know your students? Do you use the information you gather when
planning instruction?
2. In what ways are preassessments different from activating prior knowledge? How do
preassessments give teachers a big advantage? How does activating prior knowledge give
students a big advantage?
3. When does pre-exposing occur? When does priming occur? List some classroom
examples of pre-exposing students to content and of priming. Why are these teaching
strategies important to student learning?
4. What are the two types of preassessments? What types of preassessments do you use in
your classroom?
5. Consider the teacher-designed preassessment strategies in this chapter. Which strategies
are unfamiliar to you? Which would be a good fit in your classroom? If so, which ones
and why?
--5--
Chapter 4
Take Step One: Chunk (Instruct)
_____________________
1. What does research suggest about the brain’s proclivity to chunk information? How can
teachers aid in this natural process when planning lessons?
2. Describe short-term memory and working memory. What are some factors that might
prevent information from settling in a student’s long-term memory?
3. How is chunking information by time limits helpful to student learning? What are some
factors teachers should consider when deciding how much time to spend on a chunk?
4. What does the primacy-recency effect suggest about how learners retain information?
Which chunks will students more easily forget? How can teachers help their students
focus on and retain information throughout a lesson?
5. What are the five teaching elements that each chunk should include? Describe how each
element helps students retain content.
6. Consider the strategies in this chapter that help you plan chunks. Are there any that you
could incorporate into your classroom? In what ways might you modify these strategies?
--6--
Chapter 5
Take Step Two: Chew (Learn)
_____________________
1. What takes place during processing? In what ways can students process content?
2. What does chewing look like? What is the correlation between student academic talk and
long-term learning?
3. What are the benefits of processing? What do teachers gain from effective processing?
How does processing affect student learning?
4. What are readiness groups? Why should teachers use homogeneous readiness groups
sparingly?
5. Define cooperative learning. What are its five components?
6. Consider a lesson where students process information independently. How might you
alter this lesson so that students chew on the content in heterogeneous groups? What
strategies can you place in this lesson plan?
--7--
Chapter 6
Take Step Three: Check (Evaluate)
_____________________
1. Why is checking for understanding one of the vital steps in the formative assessment
process? How can adding a quick recall practice after a lesson affect student learning?
2. List some of the most effective practices teachers use to check for student understanding.
In what ways do you check for student understanding? Do you use formative assessments
to examine evidence every day from every student to evaluate progress and determine
lesson effectiveness?
3. How do summative assessments and formative assessments differ?
4. What is one of the least effective types of feedback teachers can give students? Why is
this the case? What is the most powerful type of feedback?
5. List the three questions that must be included in the feedback cycle. Why is it important
for students to take ownership of the feedback process?
6. How can teachers kick off the three-step feedback process? What are the three routes
students can go down during step one of the feedback process?
--8--
7. How might you approach students in each route during step two of the feedback process?
What actions can teachers take to help students when starting step three of the feedback
process?
--9--
Chapter 7
Take Step Four: Change (Differentiate)
_____________________
1. How does the fourth step, change, differ from the first three steps of the instructional cha-
chas?
2. What do teachers base all their changes on? List and describe the most common types of
change.
3. How do you find the time for more purposeful differentiation? What are some of the
other possibilities for finding time to make effective change?
4. How would you respond to the hypothetical exit ticket scenario described on pages 160–
161? Consider figure 7.1: A teacher’s reflection on an exit ticket (pages 161–162). Are
there other options not listed for changes to tomorrow’s lesson? What do you think about
these choices?
5. How do the strategies in this chapter differ from the strategies in the previous chapters?
Why is this the case?
--10--
Chapter 8
Finesse the Chunk, Chew, Check, and Change Cycle: A Beautiful Classroom
Dance
_____________________
1. Which steps of the instructional cha-chas already have a strong foundation in your
classroom and instructional practices? Which steps do you need to grow so that you
seamlessly implement chunks, chews, checks, and changes?
2. Describe the chunk, chew, and check used in scenario one. What evidence does the
teacher base his right-now change on? How does accelerating the lesson benefit student
learning?
3. Note all the checks the teacher uses in scenario two. What changes does she make to her
instruction after each check?
4. Why is keeping a checklist with the instructional cha-chas steps helpful when planning
lessons? How does the teacher benefit? How do students benefit?
5. What bumping it up strategies will help proficient students? What breaking it down
strategy will help struggling students?
--11--
6. Evaluate your results after completing the “Teacher Self-Assessment for the Four Step
Instructional Cha-Chas Cycle” reproducible (pages 199–201). What the one area do you
want to focus on strengthening first? What actions do you need to take to achieve this
goal?
--12--
5/29/2020
SESSION 1: Chapters 1 and 2
Teaching with the Instructional Cha-Chas:

4 Steps to Make Learning Stick
Book Study – Session #1
By LeAnn Nickelsen &
Melissa Dickson
leann@maximizelearninginc.com
melissa-dickson@hotmail.com
Twitter: @LNickelsen1
@MDickson221
@SolutionTree
GO! Moments
G = Gratitude O = Optimism
What are you grateful for What are you looking
today? Yesterday? forward to?
When placed in a
positive state, mood,
or emotion, the brain
is up to 31% more
efficient compared to
a negative mood.
© Nickelsen and Dickson 2020. SolutionTree.com

5/29/2020
The Big Picture

Dates They Read Learning Targets Preview of Next Session
1-2 EDT Beforehand
June 2 Chapters 1-2 • Welcome and explain big picture of our time *For next session, give participants
Session #1 LeAnn together; why we wrote the book; what the 4 overview of Ch. 3-4 and possible
steps are doing for schools assignments.
• Concepts: Research (effect size);
dance/rhyme, alignment, alignment
June 9 Chapters 3-4 • Questions they have *For next session, give participants
Session #2 LeAnn • Share some assignments from previous meeting overview of Ch. 5-6 and possible
(ask permission) assignments.
• Concepts we teach: Know students; pre-assess
students, chunking tools
June 16 Chapter 5-6 • Questions they have *For next session, give participants
Session #3 Melissa • Share some assignments from previous meeting overview of Ch. 7-8 and possible
(ask permission) assignments
• Concepts we teach: chew and check
June 23 Chapters 7-8 • Questions they have *Bonus: They can create a completed
Session #4 Melissa • Share some assignments from previous meeting lesson using the template for our
(ask permission) feedback
• Concepts we teach: differentiation and lesson
plan template
Goodies…
□ Please do the study guide on your own – process with others,
write in your answers before the next session, or write your
thoughts after the session as a way to wrap up your thinking.
https://solutiontree.s3-us-west-
2.amazonaws.com/solutiontree.com/media/pdf/event-
materials/Cha-Cha-Book-Study-Support-Materials.pdf
□ You will receive a PDF of the slides as the Handouts.
□ You are receiving some sections of our full day workshop full
of examples – wow – but you must be present.
1. Tweet
@LNickelsen1
@mdickson221
@SolutionTree
2. Amazon review of
our book
3. Share your
examples

5/29/2020
Brain
Research
Formative
Assessment
Differentiation
Chunk-Chew-Check-Change
A Way of Thinking and Planning for High Student
Success
Brain
Research
Resources

5/29/2020
Evidence-
Based
Instruction
Resources
Formative
Assessment
Process Resources
Differentiated
Instruction
Resources

5/29/2020
How Can We Measure Impact?

MIN
Effect Size
A number that tells us
the size of the impact
that a particular strategy
MAX (or factor) has on student
learning.
“Is this action REALLY

helping my students, or
is it a waste of time?”
An Effect Size >0.4 Is Impactful

Effect Size & Effect Size &
Impact Growth
.40 - .60 = 1 year of

growth
1.00 = 2+ years of
growth
1.50 = 2 and half
years+ of growth
John Hattie’s Barometer of Influence
Effect Size Impact
2009, 2012, 2015

5/29/2020
John Hattie’s Research
1. ____ - Teacher-Student Relationships

1.57
2. ____ - Providing Formative Feedback to Teachers for Their
1.44
Growth
.90
3. ____ - Feedback .75
4. ____ - Teacher Clarity .73
5. ____ - Student Self-Assessment .72
6._____ - Collective Teacher Efficacy
https://visible-
learning.org/wp-
content/uploads
/2018/03/VLPLUS-
252-Influences-
Hattie-ranking-
DEC-2017.pdf
Providing Formative Evaluation

.90
Feedback to teachers on what is happening in
their classrooms so they can ascertain: “How
am I doing?” in achieving the learning
intentions they have set for their students so
they can decide: “Where to next?” for the
students.

5/29/2020
Formative Assessment Research

When implemented well, formative
assessment can effectively double the
speed of student learning
(Wiliam, 2007).
□ Synthesis of more than 4,000 research

studies in the last 40 years.
□ Research focused on feedback that
was given minutes, hours, or days,
rather than weeks or months later.
PLANNING ALIGNMENT
1. p. 11
Teacher Clarity Chunk Where am

in
book
.75
Daily Learning Targets to I going?
Big Standards! (Instruct) .73
4.
Change 2. Chew
.90 (Learn)
(Differentiate)
3. Check
How do I close Where am
the gap? I now?
(Examine/
.73 .73
analyze)
Chunk It
We teach a bit
Chew It
They think about it
We Check It
To see if they know
Change Our Instruction

To watch them grow!

5/29/2020
30-Second Expert
In 30 seconds, share what you learned so

far by starting your Quick Write with: “I am
an expert on The Instructional Cha-Chas
because I know…”
2. We can ensure that our

lessons are aligned so
students can reach the
standard. Learning
Target, Formative,
Criteria for Success.
This number represents how important it is for

“the teacher to communicate the intentions of
the lessons and the notions of what success
means for these intentions.”
It’s the “organization, explanations, examples,

guided practice, and assessments of student
learning.”

5/29/2020
Units/Themes/
Essential Questions/
Understanding by Design
Standard Standard Standard Standard
LT LT LT LT LT LT
LT LT
Deconstruct the Standard p. 17
Every reading standard has a skill,

concept, and context.
Conveyed through
Determine Central Idea particular details in
RI 8.2- Determine a the text
central idea of a text
and analyze its Development over
development over the the course of the text
Analyze
course of the text; Central Idea Relationship to
including its Supporting Ideas
relationship to
supporting ideas; using the text
provide an objective
summary of the text Provide Summary
distinct from personal
opinions or judgments
An Excellent Learning Target

1. It’s a baby step toward your state standard for that day’s
lesson
2. Posted and can be seen by students; shared verbally too
3. Clear to the reader – can visualize what students might
do
4. Rigorous verb and content/skills with “I Can”
5. Image posted near the verb to define academic language
(verb)
6. Used throughout the lesson (beginning, middle, and
end)
7. Student is able to explain to visitor the learning target

5/29/2020
Learning Target: A Strong Why

Why on earth?
1. Keeps teacher focused during the lesson
2. Helps students know the goal for that day; for that lesson
(produces clarity)
3. Allows for better feedback that truly can move students forward
4. Produces visible learning if formative was designed correctly
5. Can dump dopamine in the frontal lobe: motivational
neurotransmitter
6. LT is used to assess present levels of learning, and then teacher and
student partner to strategically narrow the gap between where
student is and where he or she needs to go to reach mastery of the
LT.
10

5/29/2020
11

5/29/2020
Ways to Share Learning Target with Students

□ Get them vested and excited (interesting, doable, oh cool,
relevant, I think I’ll engage)
□ Share verbally and visually
□ Leave a word out – they guess (Cloze)
□ Consistently located and shared across the school (location, I can
language, picture cue)
□ Challenge: Messy Learning Targets
□ Chant/Turn & Talk the Learning Target
□ YTT – Yesterday we… Today we… Tomorrow we…
□ Ask students to say the learning target in their own words
Characteristics of an Excellent Formative

▪ It is what the students do, say, make, or write during the day’s
lesson and directly matches the learning target.
▪ It assesses their understanding of the content, skills, and
reasoning that is in the lesson – essential for mastery. It is
evidence that the students “got it!”
▪ Connects to other lessons (there is a flow).
▪ It’s rigorous and engaging – challenges students.
▪ The Criteria for Success explains the details of this formative.
▪ Variety used (quick checks or longer, deeper learning
assessments).
12

5/29/2020
Examples of Formative Assessments

Little Bitties Main Formative
• Dry-Erase Boards • Stop-N-Thinks
• Exit Slips • 6 Thinking Hats
• Think-Pair-Share • Mind Mapping
• Quick Write • Cornell Notes
• Quick Draw
• Interactive Notebooks
• Do 3 and Come See Me
• Writing
• Show Me Cards
• Touch Cards • Projects
• Questions for Students • Reciprocal Teaching
• Observations with • Socratic Seminars
Cruisin’’ Clipboards • Analyze Your Test
• Compare Your Work with
the Exemplars
• Interactive Notebooks
FREEBIE
□ To receive the formatives with effect sizes next to them:
https://maximizelearninginc.com/home/
free-resources-for-educators/
Called: Instructional Cha-Cha Webinar Mini

Packet
Thinking Job with Tabs

Making Reading Visible!
13

5/29/2020
Island of the Blue Dolphins
Aligning it All
Create the criteria

Start with a clear Select/design a for success for the
learning target formative to formative. Details.
measure student Ask for student
mastery level of input.
learning target
14

5/29/2020
What Are Criteria for Success?

□ The qualities of the formative (performance or
product) that you have declared as proof/evidence
of mastery of the learning target. Quantities too.
□ It’s a tool so students know exactly what you want

from them within the formative – so they can assess
their current performance in light of the learning
target.
□ Bottom Line: Criteria for Success describes the

characteristics of the product or performance –
the formative.
Criteria For
Success
□ Rubric
□ Student Self-Assessment
□ Peer Assessment/Feedback
□ Checklist
□ Exemplars and Non-
Exemplars
□ Blank Template with the
Components to Complete
15

5/29/2020
Potential Criteria For

Weekly Writing Prompt
Criteria Student Peer Someone Teacher
Older
1. Question is answered thoroughly (accurate,
clear answer)
2. The writing is organized (introduction,
middle, and conclusion; sequential) Feedback
3. The answer has at least 3 text-based or
based references to support it (sourced
note-based & Differentiation
accurately, truly support answer)
4. Reader can visualize the answer to this
Opportunities
prompt (details are present, word choice is
vivid)
5. At least 3 vocabulary words are used to
explain the answer (underline) Tier 2 or 3
6. Conventions (spelling, grammar, usage,
punctuation, capitalization, etc.)
Learning Target:
I can decompose teen numbers
(11-19) into tens and ones.
Criteria for Success:

Your number bond shows:
• A picture that shows the amount of tens and ones
• Tens and ones labeled
• A number sentence that matches the picture
16

5/29/2020
p. 19
Aligning it All
The Formative (SHOW) Criteria for Success

Learning Target
(DO & KNOW): (Performance of (SHOW DETAILS)
What am I learning? Understanding): (Student Look-Fors):
What will I be able How will I show that I How will I know I can
to do when I finish can do it? do this?
today’s lesson? What will be the How well do I have
evidence? to do it?
Formative Assessment
Process is all about…
Learning
Target
17

5/29/2020
Now, you are aligned

and can start
teaching
Weekly Aligned Plan

Standard Learning Main Criteria
Target Formative for
Success
Monday
Tuesday
Wednesday
Thursday
Friday
pp.
197-
198
18

5/29/2020
The Four Steps:

Instructional Cha Chas
hunk
1. C_________ it, we teach a bit.
hew
2. C_______ it, they think about it.
heck
3. C________ it, to see if they know.
hange it, to watch them grow!

4. C_________
19

5/29/2020
SMILE!
□ It takes 37 muscles to frown
and 22 muscles to smile.
Smiling conserves energy!
□ If you force a smile, you will

eventually feel like smiling
automatically. You can
actually change your feelings!
□ Average child laughs 400

times a day; average adult
laughs 15 times a day!
THANK
YOU for all
that you do,
how hard
you are
working right
now, and for
being an
educator.
Keep on
smiling…
Overview of Chapter 3-4 for Next Week

□ Chapter 3 – Get to Know Your Dance Partners
Ways to know your students (Anticipation Guide; Draw It, Web It, Write It; 4-Choice
Processing and/or The Big Picture)
Thinking Job: Which idea, strategy, or concept do you like best for your students and your
content for next school year? (Tag it with sticky notes; then in Chat Room next week,
please share top tags!)
□ Chapter 4 – Take Step One: Chunk (Instruct)

What is a chunk, and why does the brain like it; how to chunk a reading lesson, video, or
block lesson; Teacher/Student Think Aloud during explicit instruction; mind mapping
shows the chunks.
Thinking Job: Which idea, strategy, or concept do you like best for your students and
your content for next school year? (Tag it with sticky notes; then in Chat Room next
week, please share top tags!)
20

5/29/2020
LEANN NICKELSEN
Professional Development Ideas:
• Webinars with Follow-Up

Bring LeAnn
Assignments with Feedback to Your School – virtually too
(optional)
• Coaching: Understanding by SolutionTree.com/Leann-Nickelsen.html

Design then into daily lesson
plans: Instructional Cha-Cha
Template with your standards
(Unit Creation)
• Virtual Learning Walks
Email Us:
Visit our Websites:

www.maximizelearninginc.com
www.melissadickson.com
Bring us to your school virtually or in person

Call Solution Tree at: 877.335.1596
21

6/2/2020
Teaching with the Instructional Cha-Chas:

4 Steps to Make Learning Stick
Book Study – Session #2
By LeAnn Nickelsen &
Melissa Dickson
Twitter: @LNickelsen1
@MDickson221
@SolutionTree
“How Are You Doing?”

Passionate Very Blessed
Amazing It’s a Long Story
Nearly Illegal Running on Empty
Awesome Slightly Irregular
Unbelievable Highly Underrated
Psyched Up Suspiciously Good
You Wouldn’t Believe It If I Told You
When placed in a
positive state, mood,
or emotion, the brain
is up to 31% more
efficient compared to
a negative mood.

6/2/2020
Brain
Research
Formative
Assessment
Differentiation
Chunk-Chew-Check-Change
A Way of Thinking and Planning for High Student
Success
PLANNING ALIGNMENT
1. p. 11
Teacher Clarity Chunk Where am

in
book
.75
Daily Learning Targets to I going?
Big Standards! (Instruct) .73
4.
Change 2. Chew
.90 (Learn)
(Differentiate)
3. Check
How do I close Where am
the gap? I now?
(Examine/
.73 .73
analyze)
Chunk It
We teach a bit
Chew It
They think about it
We Check It
To see if they know
Change Our Instruction

To watch them grow!

6/2/2020
The Big Picture

Dates They Read Learning Targets Preview of Next Session
1-2 EDT Beforehand
June 2 Chapters 1-2 • Welcome and explain big picture of our time *For next session, give participants
Session #1 LeAnn together; why we wrote the book; what the 4 overview of Ch. 3-4 and possible
steps are doing for schools assignments.
• Concepts: Research (effect size);
dance/rhyme, alignment, alignment
June 9 Chapters 3-4 • Questions they have *For next session, give participants
Session #2 LeAnn • Share some assignments from previous meeting overview of Ch. 5-6 and possible
(ask permission) assignments.
• Concepts we teach: Know students; pre-assess
students, chunking tools
June 16 Chapter 5-6 • Questions they have *For next session, give participants
Session #3 Melissa • Share some assignments from previous meeting overview of Ch. 7-8 and possible
(ask permission) assignments
• Concepts we teach: chew and check
June 23 Chapters 7-8 • Questions they have *Bonus: They can create a completed
Session #4 Melissa • Share some assignments from previous meeting lesson using the template for our
(ask permission) feedback
• Concepts we teach: differentiation and lesson
plan template
Goodies…
□ Please do the study guide on your own – process with others,
write in your answers before the next session, or write your
thoughts after the session as a way to wrap up your thinking.
https://solutiontree.s3-us-west-
2.amazonaws.com/solutiontree.com/media/pdf/event-
materials/Cha-Cha-Book-Study-Support-Materials.pdf
□ You will receive a PDF of the slides as the Handouts.
□ You are receiving some sections of our full day workshop full
of examples – wow – but you must be present.
1. Tweet
@LNickelsen1
@mdickson221
@SolutionTree
2. Amazon review of
our book
3. Share your
examples

6/2/2020
Chapter 3 – Chapter 4 –
Get to Know Take Step
Your Dance One – Chunk
Partners (Instruct)
p. 22
Factors in a Student Learning Profile

6/2/2020
Before Learning Occurs…
□Pre-assess
□Activate Prior Knowledge
□Pre-Expose
□Prime
APK Before Learning with Graffiti Charts

(Know Very Little, Know Some, Know More, Know A Lot)
pp. 26-
27
APK Before Learning with Knowledge Framing

pp.
30-31

6/2/2020
2. Chunk – We can
explore how to teach
chunks of content so
they become
meaningful and
memorable.
pp. 65-66
Mindmap – Bunch Of Chunks
Mapping or Webbing
Drawn by a 2nd-grade student

As reported in Novak and Godwin, 1984

6/2/2020
Mind Meister or Coggle
Technology tools
Simple Minds
p. 79
Mind Map Assessment Rubric

6/2/2020
Chunk It!
□ Present content in small chunks to introduce students to the
knowledge and skills required in the standard. Use different
methodologies and materials to meet the needs of all learners.
□ Video clips
□ Short interactive presentation
□ Investigative activity
□ Teacher-led demonstrations How Long
□ Reading Can I
□ Visuals- Artful Thinking Chunk?
□ Interactive technology
When You Teach: Limit Content Input!
8-12 minutes
6-10 minutes
4-8 minutes
Variables to Consider with Time on Task
Within Students Within Lesson Plans

□ Prior background knowledge □ Simplicity of the content versus the
□ Processing speed complexity of the content
□ Memory skills (short- term, long- □ Volume of content per minute
term and working memory) □ New versus familiar content
□ Metabolic state of students (energy □ Relevancy and interest
level, emotional stress level, physical
health, etc.)
Thank you to Dr. Eric

Jensen

6/2/2020
Assessing Learning : Check-Change

Degree of Attention & Retention
Change
Check-
Change
Check-
Change
Check-
Learning
Chunk 1
Learning
Change
Check-
Chunk 2
Change
Check-
Learning
Chunk 3
Learning
Chunk 4 Big Closure
Process Process Process
20 40 60 80
MINUTES
pp.
197-
198
pp. 51-52 –
Beginning Teacher
chunk Guide to
Chunking
Middle
chunk
Middle
chunk
Ending
chunk

6/2/2020
.75 = Teacher Clarity Lincoln MS in

Wyoming
10

6/2/2020
The “Buy-In” Neurotransmitter
Acetylcholine is released
within the brain when
there is buy-in from
the individual.
How To Get Buy-In

1. Tell them WIIFM! (“All the cool tools that you will get when you…”)
2. Share the Learning Target– several times – visually too!
3. Explain why the Learning Target is important to them currently and in the future!
4. Help them connect that Learning Target to their life (activate their prior knowledge) and world.
5. Explain how this lesson connects to previous lessons and future lessons (common theme, essential
question, etc.). BONUS: Project that relates to them!
6. Tell them exactly what you expect! Show them exemplars to get them excited. Ask them to c
contribute their voice to the learning task
7. Get them up and moving if they are hesitant at first. It’s easier to “listen and do” when they are out
of the chairs. (Ask a little, then take a lot – micro-steps)
8. Plant some powerful questions in their heads – get them wondering….EQs are great!
9. Maybe you will need a song…
10. Invite a student to start an activity or activate prior knowledge
11. YOUR RAW ENTHUSIASM for the lesson is huge!
32
pp. 58-60
Teacher Think Aloud
11

6/2/2020
Gradual Release of Responsibility

Pages 2-4
1. I DO IT: The teacher defines and
models the strategy. Think Aloud
2. WE DO IT: The students practice

and help the teacher. Partners support
one another. Guided practice.
3. TWO DO IT: Small groups practice

the skill together. Peer assess.
4. YOU DO IT: The students practice

the strategy independently. Teacher
checks for understanding.
pp. 148-
Excellent Exit Tickets… 149
□ Assess the Learning Target that day from every

student
□ Take no more than 3-6 minutes at the end of class
□ Allows for student self-assessment
□ Consistent – every day! Raises accountability
during the lesson
□ Evaluated by teacher ASAP and decision made as
to how to respond
□ BUT, if you know certain students will not be

successful with them, pull and reteach/support
Post a WIIFM? for the Next Day or Week

WIIFM?
1. Tomorrow we will be learning:
2. It’s important because:
3. _____________ (student name) will be sharing a Cool Tool
Moment:
4. The Learning Task might have the following Criteria for
Success:
5. Some questions we will explore (bring your own too):
6. BYOI: Bring your own ideas to contribute to this learning
12

6/2/2020
Summary - Teach The Chunks…

□ With CARER – p. 53
□ So they are vested
□ So they are actively engaged
□ So there is relevance (connect)
□ So they remember it
□ With technology, books, blogs, articles, etc.
SMILE!
□ It takes 37 muscles to frown
and 22 muscles to smile.
Smiling conserves energy!
□ If you force a smile, you will

eventually feel like smiling
automatically. You can
actually change your feelings!
□ Average child laughs 400

times a day; average adult
laughs 15 times a day!
THANK
YOU for all
that you do,
how hard
you are
working right
now, and for
being an
educator.
Keep on
smiling…
13

6/2/2020
Overview of Chapters 5-6 for Next Week

□ Chapter 5 – Take Step Two: Chew (Learn)
Power of processing; grouping; chew pointers; High Impact Chews
Thinking Job: Which idea, strategy, or concept do you like best for your students and your
content for next school year? (Tag it with sticky notes; then in Chat Room next week,
please share top tags!)
□ Chapter 6 – Take Step Three: Check (Evaluate, Examine)

Checking for Understanding types; Examples galore; Feedback Cue Cards
Thinking Job: Which idea, strategy, or concept do you like best for your students and
your content for next school year? (Tag it with sticky notes; then in Chat Room next
week, please share top tags!)
LEANN NICKELSEN
Professional Development Ideas:
• Webinars with Follow-Up

Bring LeAnn
Assignments with Feedback to Your School – virtually too
(optional)
• Coaching: Understanding by SolutionTree.com/Leann-Nickelsen.html

Design then into daily lesson
plans: Instructional Cha-Cha
Template with your standards
(Unit Creation)
• Virtual Learning Walks
Email Us:
Visit our Websites:

www.maximizelearninginc.com
www.melissadickson.com
Bring us to your school virtually or in person

Call Solution Tree at: 877.335.1596
14

Study: Teaching With The Instructional Cha-Chas

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What are the four steps of the Instructional Cha-Cha model?

What are the four steps of the Instructional Cha-Cha model?

What are some strategies discussed for chunking information for students?

What are some strategies discussed for chunking information for students?

SOLUTION TREE

• Welcome and explain

Create lessons using one

• Questions they have

• Questions they have

1 BOOK STUDY: Instructional Cha-Cha

By LeAnn Nickelsen and Melissa Dickson

consideration, or assess conditions in a particular school or district.

Choreograph Your Instruction With the Cha-Chas Steps

learning and achievement?

2. When do preassessments, formative assessments, and summative assessments occur? List

some of the characteristics of the formative assessment process.

3. What is differentiated instruction? What is team differentiation and is it a worthwhile

chunked content during chews, the second step?

teachers introduce major differentiation?

Copyright © 2019 by Solution Tree Press

Move Smoothly From Broad Ideas to Smaller Ideas

1. Why is it important to create daily, student-friendly learning targets when planning a

help students reach the standard?

necessary for creating learning targets?

3. List the five characteristics of strong learning targets.

that have these characteristics.

when they help design criteria for success?

Copyright © 2019 by Solution Tree Press

Get to Know Your Dance Partners

students a big advantage?

strategies important to student learning?

5. Consider the teacher-designed preassessment strategies in this chapter. Which strategies

Copyright © 2019 by Solution Tree Press

Take Step One: Chunk (Instruct)

teachers aid in this natural process when planning lessons?

prevent information from settling in a student’s long-term memory?

focus on and retain information throughout a lesson?

element helps students retain content.

Copyright © 2019 by Solution Tree Press

Take Step Two: Chew (Learn)

How does processing affect student learning?

5. Define cooperative learning. What are its five components?

strategies can you place in this lesson plan?

Copyright © 2019 by Solution Tree Press

Take Step Three: Check (Evaluate)

3. How do summative assessments and formative assessments differ?

this the case? What is the most powerful type of feedback?

for students to take ownership of the feedback process?

students can go down during step one of the feedback process?

Copyright © 2019 by Solution Tree Press

Copyright © 2019 by Solution Tree Press

Take Step Four: Change (Differentiate)

other possibilities for finding time to make effective change?

Why is this the case?

Copyright © 2019 by Solution Tree Press

seamlessly implement chunks, chews, checks, and changes?

instruction after each check?

lessons? How does the teacher benefit? How do students benefit?

strategy will help struggling students?