1. Dr. Mary Ransdell mransdll@memphis.edu University of Memphis October 1, 2010 Martin Institute for Teaching Excellence

3.  An indirect instructional strategy that uses a structured inquiry process  Based on work of Jerome Bruner  Involves searching for and identifying attributes that can be used to distinguish examples of a given group or category from non-examples

4.  Clarify ideas  Introduce aspects of content  Well suited to classroom use since all thinking abilities can be challenged  Students become skilled at identifying relationships through connections

5.  Helps students make connections between current knowledge and new learning  Students learn how to examine a concept from a number of perspectives  Students identify relevant information  Students extend their knowledge of a concept by classifying more than one example of that concept  Students go beyond merely associating a key term with a definition  Students learn the concept more thoroughly and retention is improved

6.  Are different from skills  Guide our thinking and communication  Represent a major portion of school curriculum  Compose much of a teacher’s efforts to teach content

7. Exemplars (YES column)  5 + 5  -10 + 20  11 – 1 Non-Exemplars (NO column)  6 + 6  3 + 3  12 – 4

8. Exemplars (YES column)  5 + 5  -10 + 20  11 – 1  10 x 1  - 5 x -2  3 + 3 + 4 Non-Exemplars (NO column)  6 + 6  3 + 3  12 – 4  3 x 3  4 x 4  16 – 5

9. Exemplars (YES column)  5 + 5  -10 + 20  11 – 1  10 x 1  - 5 x -2  3 + 3 + 4  12 – 2  15 – 5  (4 x 2) + 2  9 + 1 Non-Exemplars (NO column)  6 + 6  3 + 3  12 – 4  3 x 3  4 x 4  16 – 5  6 x 2  3 + 4 + 6  2 + (2 x 3)  16 – 10

10.  Your guesses????

11.  Answer: Equations equaling 10  Name additional examples

12. Exemplars (Yes column)  Margarine  Massage oil Non-Exemplars (No column)  Soft drinks  Kool-Aid Jot down guesses as you think of them.

13. Exemplars (Yes column)  Margarine  Massage oil  Soap  Medicines  Glycerin Non-Exemplars (No column)  Soft drinks  Kool-Aid  Magazines  Petroleum  Metal frames Edit guesses as you think of new ideas.

14. Exemplars (Yes column)  Margarine  Massage oil  Soap  Medicines  Glycerin  Insulation  Explosives Non-Exemplars (No column)  Soft drinks  Kool-Aid  Magazines  Petroleum  Metal frames  Glass  Bamboo Now what are you thinking?

15. Exemplars (Yes column)  Margarine  Massage oil  Soap  Medicines  Glycerin  Insulation  Explosives  Livestock bedding  Artificial wool  Plastic filler  Eating Non-Exemplars (No column)  Soft drinks  Kool-Aid  Magazines  Petroleum  Metal frames  Glass  Bamboo  Diamond  Sugar  Artificial flowers  Drinking

16.  Your guesses ????

17.  Answer: uses for peanuts  Name other uses

18. The shells may be used in wallboard, fireplace logs, and kitty litter. Peanut oil is often used as an ingredient in other products such as detergent, salves, metal polish, bleach, ink, axle grease, shaving cream, face creams, soap, linoleum, rubber, cosmetics, paint, and shampoo. We eat the nuts candied, salted, boiled, and spiced; also as flour, peanut butter, and toppings for baked goods. ( )

19.  Select and define a concept ( Sometimes called a “secret word” with younger children )  Select the attributes  Develop positive and negative exemplars  Introduce the process to the students  Present examples/attributes, a few at a time  Have students develop a definition of the concept  Elicit additional examples from students  Discuss and evaluate

20. Question students at the analysis, synthesis, and evaluation levels  Analysis – Ask students to analyze, categorize, dissect, appraise, compare, diagnose, calculate, contrast, differentiate, test, debate, or try  Synthesis – Ask students to arrange, reorganize, integrate, assemble, revise, manage, compose, suggest, prescribe, plan, create, or design  Evaluation – Ask students to appraise, evaluate, compare, choose, criticize, decide, prioritize, rank, select, or rate

21. Thank you for your attention!