Now let’s practice remembering POW-TREE. Instructor does power-teach. Introduce structured Now let’s practice using POW-TREE to write an essay on “Students should not activities that allow students to practice skills have to go outside for recess.” You can use the POW-TREE to argue both sides of clustered into increasingly a question. 4. Scaffolded/ larger chunks. Teacher leads this from up front, class participates, and students write answers on g.o. Guided What is the first part of POW? Concrete Practice Provide guidance and Keep asking now what is the next step? topic? . . . Reason? . . . Reason? . . . constructive feedback Reason? Explanation? etc., Ending? while students were Teacher prompts students to follow POW TREE and write to answer to the question. You can working on the activities. use white board or elmo to do this. Organize students in Divide students into pairs or appropriate groups. differentiated groups and/or an interactive setting. Set up tasks that require Now you try it – Use POW TREE to write answer to question “What makes an participants to ideal leader.” 5. communicate and Communicative/ collaborate. Collaborative Teacher circulates and prompts when necessary and provides positive feedback. Concrete Practice Monitor students' use of skills during activities. Provide immediate, positive, and corrective feedback regarding the assessment. Did POW-TREE help you answer the question? Were you able to remember the parts of POW-TREE? 8. Wrap-up/ Provide the opportunity for Concluding students to recap what What else do you need to do to be able to use POW-TREE when you need to? Activity was taught and learned. (practice, cue cards, etc) What kinds of questions can POW TREE help you answer?
4. Scaffolded/ Guided Concrete Practice Introduce structured activities that allow students to practice skills clustered into increasingly larger chunks. Now let’s practice remembering POW-TREE. Instructor does power-teach. Now let’s practice using POW-TREE to write an essay on “Students should not have to go outside for recess.” You can use the POW-TREE to argue both sides of a question. Teacher leads this from up front, class participates, and students write answers on g.o. Provide guidance and constructive feedback while students were working on the activities. What is the first part of POW? Keep asking now what is the next step? topic? . . . Reason? . . . Reason? . . . Reason? Explanation? etc., Ending? Teacher prompts students to follow POW TREE and write to answer to the question. You can use white board or elmo to do this. 5. Communicative/ Collaborative Concrete Practice Organize students in differentiated groups and/or an interactive setting. Divide students into pairs or appropriate groups. Set up tasks that require participants to communicate and collaborate. Now you try it – Use POW TREE to write answer to question “What makes an ideal leader.” Monitor students' use of skills during activities. Teacher circulates and prompts when necessary and provides positive feedback. Provide immediate, positive, and corrective feedback regarding the assessment. 8. Wrap-up/ Concluding Activity Provide the opportunity for students to recap what was taught and learned. Did POW-TREE help you answer the question? Were you able to remember the parts of POW-TREE? What else do you need to do to be able to use POW-TREE when you need to? (practice, cue cards, etc) What kinds of questions can POW TREE help you answer?
Explicit%20Instruction%20for%20POW+TREE.docx