Transcript Teaching from a textbook Powerpoint

How to Teach From a Textbook
Ruth Mason
EDN 301 Instructional Design
Dr. Kozloff
Use The General Procedure for Teaching
1.
Have outcome objectives that state what students will
DO for every unit of knowledge you teach.
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Repeat facts. Accurately? Fast (fluently)?
State lists of events, things, persons, dates immediately after
instruction (acquisition), fast (fluently), weeks later (retention).
State definitions of concepts (vocabulary words)
Identify examples and nonexamples of concepts.
Invent new examples of concepts. (Generalization)
State rules. “The more X happens, the less Y happens.”
Apply rules to new examples. “X is increasing. Will Y
change? How?”
Use routines: sound out words, solve math problems
accurately and (later) quickly (fluency), and later (retention).
Write or state reasons (give explanations).
General Procedure for Teaching (Continued)
2. Gain attention of students. “My turn.” “Listen up.”
“Eyes on me.” “Everyone! Readiness positions.”
3. Review and firm-up pre-skills needed to learn new
material: vocabulary words before analyzing a
document; letter-sound correspondence before teaching
the sounding out routine.
4. Frame:
Say what students will learn.
“Now I’ll show you how to multiply parentheses.”
State big ideas. “We use First (point). Outside (point),
Inside (point), Last (point). FAST!”
General Procedure for Teaching (Continued)
5.
Model: Present a small (learnable) amount of information.
(Repeat?)
“Watch me….”
“The definition of metaphor is…”
Make sure to talk yourself through the demonstration so that
students hear the concepts and rules YOU are using, so that
THEY learn to use these. This is EXPLICIT instruction.
“FIRST I multiply the first numbers in each parenthesis. The first
numbers are 5 and 4. So I multiply 5 and 4. That’s 20. So I write
20.”
(5 + 3)(4 + 4)
6.
Lead: Have students repeat/perform the new information with you.
(Depends on whether students need this.)
7.
Immediate AcquisitionTest/Check to see if students “got” the
information. Correct errors immediately. Model-test-backupretest.
General Procedure for Teaching (Continued
8.
Verification: Affirm that students are correct. State
WHAT they did that was correct. “I love the way you
solved it so fast!”
9.
Use Delayed Acquisition Tests to assess learning of all
new information; such as facts, definitions, solutions to
problems, words to sound out. Reteach parts (weak
spots) as needed and make sure to review and firm
these up before next lesson.
Resources for Evaluating and Improving Curriculum (knowledge units
to teach and the order for teaching) and Curriculum Materials
 The state Standard Course of Study.
 Research on the content and objectives in
the standard course of study.
 Utilize expert opinions on what students need
to know.
 Use your own knowledge.
 Use outside resources (e.g., from the
Internet) to obtain information that
supplements curriculum materials; e.g., what
textbooks lack.
Step 1: Start with Textbook
p.30
Irrelevant
Info
Sometimes
you need to
determine
what doesn’t
need to be
taught. Often
there is too
much
information
Examining rocks
p.31
Volcanoes
Oceans
Formation of
Rocks
Strata
Sometimes there is too much information and often there is information missing
from the text. The sequence in the book might not be the most logical
sequence for instruction. It is the teacher’s job to determine what order would
be best (pre-skills first; tells a story), and to fill in the missing information using
other resources.
Step 2: Sort information into logical
sequence to teach
p.30
7
p.31
Examining rocks
Irrelevant Info
1. Big Idea
Formation of
Rocks
Outside resources either include what
text is missing or didn’t elaborate on.
This is your chance to add videos,
graphics or links to better explain the
material or include what was missed.
Volcanoes
2
Oceans
4
Strata
5
6
3
Plate tectonics
Step 3: List logical sequence of tasks or
chunks
1.
2.
3.
4.
5.
6.
7.
Big Idea: Formation of rocks through fire (igneous),
sedimentation (sedimentary), pressure and chemical
change (metamorphic).
Volcanoes
Volcanoes expanded (outside resource)
Oceans: sedimentary
Strata
Plate tectonics (not mentioned in book)
Examining rocks: A routine consisting of steps, using
hammers, magnifying glass.
*Use these chunks to make a set of Guided Notes for the Unit*
Remember, Guided Notes have concepts, rules and routines.
Step 4: Making Guided Notes
Formation of
Rocks
Volcanoes
Ex:
Fire – igneous
(now define)
Ex:
Identify
different parts
of a volcano
Sediment –
Sedimentary
(now define)
Power of
explosions
Pressure –
Metamorphic
(now define)
Leave space for
other notes
What
volcanoes are
composed of..
Leave space
for other notes
Volcanoes
extras
Ex:
Focus on the
extra material
teacher
presented to
explain concept
better.
More space to
list facts that
were not in the
text
Leave space for
other notes
Oceans
Strata
What
When
Where
Why
How
Characteristics
Definitions
Vocabulary
Extra Facts
What
When
Where
Why
How
Characteristics
Definitions
Vocabulary
Extra Facts
Plate Tectonics
What
When
Where
Why
How
Characteristics
Definitions
Vocabulary
Extra Facts
Examining
Rocks
What
When
Where
Why
How
Characteristics
Definitions
Vocabulary
Extra Facts
One should use the procedure for teaching higher level concepts. In the table
of notes above, there are examples of what type of information students should
be recording and studying so that they can understand the material being
covered.
Step 5: How to Teach so that Students Achieve Mastery
 Presenting the information
** Have students read the guided notes for the lesson.
** Point out the important vocabulary words, routines, etc. to be learned.
Also big ideas that guide the whole unit.
** State the objectives. “By the end of the lesson, you will…”
** Either: (1) you read portions of text relevant to each section of the
notes, or (2) one student (or the whole class) does. (When students are
good readers, they can read the material on their own.)
** Immediately ask follow-up (acquisition test) questions. “So, what are
the three main kinds of rocks….?” “Metamorphic rocks are formed by
two processes. What are these processes?”
 Make sure to use examples and nonexamples to teach concepts,
rules, and routines.
** Prevent stipulation errors by using examples whose features cover the
range.
Step 5: How to Teach so that Students Achieve Mastery (Continued)
• Test immediately everything you teach. Immediate Acquisition
tests
• Test all new material after it has been presented. Delayed
Acquisition tests
– Frequent tests make sure that students are engaged and are
acquiring new information.
• Practice, Practice, Practice! Frequent cumulative review is
essential because if errors are made, then you go back and review!
• Have students achieved Mastery? Have students met objectives for
acquisition (correct), fluency (correct and speed), generalization
(correct and speed with new examples, retention (correct and speed
with earlier and newer examples).
• If Mastery is not achieved then obviously reteaching, practice,
and more testing should be take place.