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 confusion o Level of certainty on a topic o Accurate Perceptions o Inaccurate Preconceptions Benefits: o Enhances learning o Provides teacher with diagnostic information

Cooperative Learning Students interact in groups about concept o Students experience multiple perspectives o 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 topic o 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 points o Opportunity to see how others process information o Opportunity to see how others react to his/her processing of information Be sure to: o Establish rules o Behavior expectations o Provide examples of process o 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 Information Elaborative 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 knowledge 2.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 Organizers 3.Dramatic Enactments 4.Mnemonics 5.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 information o try to have students process new knowledge in 2 modalities - linguistic & non linguistic 2. Graphic Organizers o Form of non linguistic representation o One of the most popular ways for students to represent knowledge in a critical-input experience

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

Actions Step 6: continued 5. Academic Notebooks o are adaptations of the time-honored science notebooks/labs o permanent 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....