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After all of the teaching...
How to Know They Know
Nancy B. Browning |
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Can the student…
- demonstrate the learning?
- explain and give rationale for the explanation?
- categorize the learning?
- web and expand concepts, vocabulary, etc. from the learning?
- teach the learning to someone else?
- complete a cloze?
- create a map
- list/tell what he knew and needed to know before learning?
- make inferences?
- state implications for this learning in her life?
- share affectively re the learning?
- create a picture-inspired story expansion?
- create questions for others? answer with verification others' questions?
- sequence paragraphs?
- transfer learning to practical usage?
- written form: rewriting, summarizing
- non-continuous print, drawing
- another form, e.g.,
- story situation
- situational response
- analogy
- comparison
- drama/skit
- retelling
Thematic Instruction
Nancy B. Browning
Thematic Instruction… |
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- Promotes more meaningful and more in-depth teaching and learning.
- Becomes a vehicle for overcoming the traditional focus on isolated skill development.
- Promotes self-reflective and directed learning among students.
- Is an instrument for curricular school reform.
- Provides “sanity” for teachers and a “hook” for learners.
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Themes might/should… |
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- Fit the instruction.
- Be general enough to fit various instructional goals.
- Inspire motivation/interest in learners.
- Allow for transfer of learning to usage.
- Be “springboards” to the learning process.
- Develop all modalities of learning.
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Profile of a Good Reader
Nancy B. Browning
Pre-Reading |
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- Accesses prior knowledge and experience, “What do I already know about….?”
- Previews, e.g. title/headline, captions, pictures, bold print, layout, etc. “Whatkind of text is this?”
- Anticipates, “What do I expect to learn?”
- Clarifies purpose, e.g., interest, curiosity, need, etc., “What will I need to do when I am finished?”
Reading
- Skims/scans for overview, interest, curiosity
- Monitors self: makes guesses, inferences, predictions; notes new learning, asks questions of self and others
- Thinks the ideas not the words while reading
- Rereads for understanding
- Uses context clues for understanding
- Grasps concept and adapts prior knowledge and experience to author’s purpose
- Asks self, “Does this make sense?”
- Creates mental images to visualize
- Reads ahead to clarify
- Consults dictionary or knowledgeable person
- Thinks aloud to “imprint”
- Takes notes, outlines, maps, etc.
- Reads, thinks, rereads, rethinks, rewords – elaborates and summarizes
Post-Reading
• Asks, “What did I learn?
“How and when can I use this information?”
“How does what I knew before reading fit with what I now know?”
“Do I need/want to read this again, or read more about the subject?”
“Where can I find more information?”
• Applies information and learning in daily life
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Pre-Reading/Reading Strategy
Nancy B. Browning
QUESTION:
- What comes to mind when you hear/read…..?
- What made you think of…?
- What ideas can you think of about…?
- What new ideas can you add to…?
ARRANGE:
- Arrange the ideas above in sensible order.
REARRANGE:
COMPARE:
- Compare original ideas to those in the text.
- Which ones are supported by the text?
- Which ones are not found in the text?
- Which might be investigated further?
CONNECT:
- Make connections to the text.
- Make connections as how to use this information.
WE LEARN:
10 % of what we read
20% of what we hear
30% of what we see
50% of what we both see and hear
70% of what is discussed with others
80% of what we experience personally
95% of what we teach someone else
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Things to Think About
Regarding My Teaching
Nancy B. Browning |
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- PACE
Am I individualizing the pace of words, sentences, etc.?
Am I pacing the amount of information/vocabulary/skills (materials presented) in one session?
- RECYCLING OF SKILLS
Am I putting each skill into a different context in subsequent instruction so students are given exposure over and over?
Am I recycling one skill at a time?
Have I formally taught the skill I am recycling?
- SEQUENCING
Am I presenting the skill in a logical order? There is an order to instruction.
- Diagnosis
- Introduction
- Checking for understanding
- Practicing with the instructor present
- Applying the skill on own
- PATTERNING
Am I giving students an opportunity to pattern structures taught, both individually and as a group?
- THEME/INTEREST
Am I using themes or topics which are of interest to, relevant to and appropriate for alternative education or adult students?
- MULTI-LEVELED INSTRUCTION
Am I meeting individual needs within the group?
Am I making an effort to balance my teaching between group and individual instruction?
- DIVISION OF TEACHING TIME
Am I sensitive to the amount of time spent on an instructional skill?
Am I dividing a session into palatable and interesting “bites”?
- TEACHER/STUDENT “TALKING TIME”
Am I talking too much? Ratio of student/teacher talking time = 75% student; 25% teacher
- SUMMARIZING
Am I giving the students an opportunity to summarize what he/she has learned?
Instructional Tips for Teachers
Nancy B. Browning
- Remember that “presenting” is not learning. Telling is not teaching. You may think that you have taught your students. However, if they haven’t learned “it”, you have not really taught “it”.
- Relevancy results in better understanding. Use a familiar structure, situation, or context during instruction. Determine relevancy by using a K-W-L.
- Because vocabulary meaning is dependent upon the situation in which it is used and the response it gets, be sure that your choice of situation and context is clear. Topics or themes have correlative vocabulary that provide students with a “hook” on which to hang their learning.
- Present one new thing at a time. Use new vocabulary in old structures; use new structure with old vocabulary. This is called “recycling”. It is necessary because it benefits language development and understanding through reinforced repetition. It benefits language development and understanding through reinforced repetition.
- Thoroughly review your instructional plan. Does it make sense? Does it include clearexamples in context for linking new learning to students’ prior knowledge and/or experience? Are you aware that new learning should focus on only six ideas or points? Literature reports that most people can remember on SIX NEW THINGS. Have you built in a goal, objectives, anticipatory set, time for practice with you, reteaching, checking for understanding, assessing, and summarizing learning? Have you collected enough materials such as pictures, books, objects, etc. and are they readily available in the classroom?
- Take no chances. Check often to be sure that students understand. Remember that STUDENTS– NOT THE TEACHER – must summarize their learning during instruction or for closure. The teacher should already know the material!
- When possible, use students’ names often. BE CAREFUL THAT YOU NEVER EMBARRASS A STUDENT.
- Teach succinctly without chattering and confusing students’ thinking.
- Try to be creative. The same thing over and over again is boring for learners and for you! However, in being creative, stay on course to meet the goal. Creativity that becomes complex and unnecessary causes frustration and confusion for learners.
- Remember: During instruction, the teacher should aim to talk only 25% of the time; the student 75% of the time! Students, not the teacher, are the ones who need to practice the new vocabulary, usage and the new learning.
- Teach students that “It’s your attitude, not your aptitude, that determines your altitude."
- Observe your colleagues as they teach and be sure to share ideas and materials. Everyone then benefits.
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