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The Art and Science of Teaching - Chapter 2
A Team TEAM presentation
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
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.
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
Reflection
• Students review critical-input experience and identify points of confusiono Level of certainty on a topico Accurate Perceptionso Inaccurate Preconceptions
• Benefits:o Enhances learningo Provides teacher with diagnostic information
Cooperative Learning
• Students interact in groups about concepto Students experience multiple perspectiveso Facilitates knowledge development
• Research shows groups of 2-3 are most effective
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 o Examples:
Read a section of a textbook that explains and exemplifies information
Watch a video, or watch a demonstration to accomplish same learning goal
Action Step 2: Preview the Content Prior to a Critical-Input Experience
• Activate prior knowledge• Strategies:
o What do you know? Ask students what they think they know about a
topico Overt Linkages
Connections between previously addressed content
o Teacher Prepared Notes Provides students with an outline of the
important content within an upcoming critical-input experience
Action Step 3: Organize Students into Groups to Enhance the Active Processing of Information• Enhances the process of new information • Groups provide students:
o Multiple reference pointso Opportunity to see how others process informationo Opportunity to see how others react to his/her
processing of information• Be sure to:
o Establish ruleso Behavior expectationso Provide examples of processo Allow students to practice process
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:
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).
Action Step 4:
Action Step 5: Ask Questions That Require Students to Elaborate on InformationElaborative questions come in two forms:1.General Inferential Questions
o Students answer questions that go beyond what was presented Default questions require use of background
knowledge Reasoned questions require synthesis of
knowledge2.Elaborative Interrogations
o Students provide justification(s) for their answers to general inferential questions
o Teacher articulates the generalizations made by the student
1.Notes 2.Graphic Organizers3.Dramatic Enactments4.Mnemonics5.Academic Notebooks
Action Step 5: Have Students Write Out Their Conclusions or Represent Their Learning Non-Linguistically
Action Step 6: continued
1. Notes o students differentiate between important
information and supplemental informationo try to have students process new knowledge
in 2 modalities - linguistic & non linguistic 2. Graphic Organizers
o Form of non linguistic representationoOne of the most popular ways for students to
represent knowledge in a critical-input experience
Action Step 6: continued
3. Dramatic Enactmentsogroups of students physically act out or
symbolize the content 4. Mnemonic Devices Employing Imagery
oemploy only after students have a good, complete understanding of the content
ouse a symbol that suggests or reminds the student of the information that he/she is trying to recall
Actions Step 6: continued
5. Academic Notebooksoare adaptations of the time-honored
science notebooks/labsopermanent records of students' thinking
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:1.What were you right/wrong about?2.How confident are you in what you learned?3.What went well/poorly during your learning experience?
Not necessary to ask each question, but the most appropriate for the critical-input experience.
Conclusion
Essential Final Thoughts....