The Art and Science of Teaching - Chapter 2

1. The Art and Science of Teaching - Chapter 2 A Team TEAM presentation

2. Introduction of Critical-Input Experiences • Comprehensive approach for students to construct meaning • Critical-Input Experiences (present important new content) • Different types of critical input experiences effect students differently

3. Critical Input Experiences • Previewing - refers to any activity that starts students thinking about the content that they will encounter in the critical experience. • These activities are useful to students who do not have a great deal of background knowledge about the topic • Small Chunks-refers to  this practice as teaching in small steps. 

4. Critical Input Continued • Active Processing Using Macro strategies-   refers to reciprocal teaching . It integrates  the more specifics strategy in groups and rotate the position of student leader. • Summarizing and note taking- - requires students to translate information from critical input  experience into their own abbreviation form.  • Non-linguistic Representation-  is the aspect of information  processing  is most observable as the mental images associated with one's experiences             

5. Reflection • Students review critical-input experience and identify points of confusion • Level of certainty on a topic • Accurate Perceptions • Inaccurate Preconceptions • Benefits: • Enhances learning • Provides teacher with diagnostic information

6. Cooperative Learning • Students interact in groups about concept • Students experience multiple perspectives • Facilitates knowledge development • Research shows groups of 2-3 are most effective

7. Action Step 1: Identify Critical-Input Experiences • Teachers single out a few well structured input experiences as critical to students' learning. • Provides focus for both teachers and students • Examples: • Read a section of a textbook that explains and exemplifies information • Watch a video, or watch a demonstration to accomplish same learning goal

8. Action Step 2: Preview the Content Prior to a Critical-Input Experience • Activate prior knowledge • Strategies: • What do you know? • Ask students what they think they know about a topic • Overt Linkages • Connections between previously addressed content • Teacher Prepared Notes • Provides students with an outline of the important content within an upcoming critical-input experience

9. Action Step 3: Organize Students into Groups to Enhance the Active Processing of Information • Enhances the process of new information • Groups provide students: • Multiple reference points • Opportunity to see how others process information • Opportunity to see how others react to his/her processing of information • Be sure to: • Establish rules • Behavior expectations • Provide examples of process • Allow students to practice process

10. Action Step 4: Present New Information in Small Chunks and Ask for Descriptions, Discussion, and Predictions. • Information should be broken down into small chunks in order to be processed more easily.  Strategies include:

11. Action Step 4: • Reciprocal Teaching • students generate predictions, discussion leader raises questions, and group members discuss questions. • group member summarizes and clarifies difficult concepts • Jigsaw • students assigned to 4 person heterogeneous groups and assigned topics.  Students become experts on topic and present the information to the class.   • Concept Attainment • Lead students to a concept by asking them to compare and contrast examples (called exemplars) and non-examples that contain characteristics (called attributes).

12. Action Step 5: Ask Questions That Require Students to Elaborate on Information Elaborative questions come in two forms: • General Inferential Questions • Students answer questions that go beyond what was presented • Default questions require use of background knowledge • Reasoned questions require synthesis of knowledge • Elaborative Interrogations • Students provide justification(s) for their answers to  general inferential questions • Teacher articulates the generalizations made by the student

13. Action Step 5: Have Students Write Out Their Conclusions or Represent Their Learning Non-Linguistically • Notes • Graphic Organizers • Dramatic Enactments • Mnemonics • Academic Notebooks

14. Action Step 6: continued  1. Notes  • students differentiate between important information and supplemental information • try to have students process new knowledge in 2 modalities - linguistic & non linguistic  2. Graphic Organizers •  Form of non linguistic representation • One of the most popular ways for students to represent knowledge in a critical-input experience

15. Action Step 6: continued  3. Dramatic Enactments • groups of students physically act out or symbolize the content  4. Mnemonic Devices Employing Imagery • employ only after students have a good, complete understanding of the content • use a symbol that suggests or reminds the student of the information that he/she is trying to recall

16. Actions Step 6: continued 5. Academic Notebooks • are adaptations of the time-honored science notebooks/labs • permanent records of students' thinking

17. Action Step 7: Have Students Reflect on Their Thinking Students conclude a critical-input experience by looking at their thinking process (metacognition) Three sample prompts: • What were you right/wrong about? • How confident are you in what you learned? • What went well/poorly during your learning experience? Not necessary to ask each question, but the most appropriate for the critical-input experience.

18. Conclusion Essential Final Thoughts....