PAUKER LEARNING STRATEGIES

ROBERT A. PAUKER, ED.D

JACOB C. GREENWOOD

From “The Structured Writing and Thinking Program” by Dr. Robert A. Pauker

OBJECTIVES Charts, graphs, and pictures

Introduction of techniques: Bob Regents chart example - Earth Science: Jake Regents problem example (categorizing by type of

problem) - Chemistry: Jake Participants produce a representative example

Organizer Introduction of technique: Jake Regents Organizer example - Biology: Jake Participants produce a representative example

Analytical Notes Introduction of technique: Bob Regents short answer Analytical Notes example -

Chemistry: Jake Participants produce a representative example

CHARTS, GRAPHS, AND PICTURES

Regents Earth Science Jan ’09 #13

QUESTION PROMPTS

What is this picture about?

What is one very important idea in this picture? 

What are two details you observe in the picture?

What is one question that I would like answered about the topic?

Answer (4)

AP BIOLOGY

QUESTION PROMPTS

What is this graph about?

What is one very important idea in this graph?

What are two details you observe in the graph?

What is one question that I would like answered about the topic?

CATEGORIZING PROBLEMS

Determining the concentration of an acid by titration (PH pg. 616, Regents Chemistry Jan ’09)

#47. A 25.0 mL sample of HNO3 (aq) is neutralized by 32.1 mL of .150 M KOH (aq). What is the molarity of the HNO3 (aq)?

What is this problem about? What is one very important idea in this problem What are two details you observe in the problem What is one question that I would like answered

about the topic?

CATEGORIZING PROBLEMS

Known: molarity base: .15M KOH

volume acid: 25mL = .025L (will students know to convert to L?)volume base: 32.1mL = .0321LHNO3 + KOH KNO3 + H2O (will students know how to generate this equation?)

Unknown: molarity acid = ?M KNO3

CATEGORIZING PROBLEMS

Calculate:

.032L KOH x .15M KOH x 1 mol HNO3 = .0048 mol HNO3 = .192 M [HNO3] 1L KOH 1 mol KOH .025L

ANSWER: (3) 0.193 M

CATEGORIZING PROBLEMS

Could we use this same approach to categorize other problems (such as neutralizing acids)? Mole-volume relationships (STP) Specific heat Percent composition

USING THE ORGANIZER.KEEP THIS IN MIND.

Student comprehension increases markedly when the students generate prediction questions related to the key objectives of the lesson.

FROM PRE-LEARNING TO POST-LEARNING

This strategy is a simple methodology which teaches students how to generate valid sets of prediction questions prior to the learning.

These questions become the basis for a study guide to be used in post-learning.

A FOCUS ON OBJECTIVES

The Organizer is a series of three statements that reflect the key objectives of the lesson or sequence of lessons.

Each sentence focuses on one of the objectives.

These sentences provide the students with a basic structure through which they can predict important facts, ideas, and concepts that are part of the learning.

THE MIGHTY ORGANIZER

Students will use the Organizer as a springboard for asking prediction questions which might be answered in the content of the lesson(s).

Because the questions are generated before the learning, the word “might” becomes very significant.

The word “might” gives students freedom to take chances in their questioning and facilitates structured risk-taking encouraging critical thinking.

PROCEDURES

The teacher generates 2-3 objectives and statements as an overview to a unit.

The objective statements are adapted from the course curriculum and provide a framework for the production of the statements.

The teacher provides each student with a sheet of paper containing the statements separated by enough space for students to generate multiple questions.

PROCEDURES

The teacher asks the students to read statement 1 to himself/herself while the teacher reads it aloud.

For a first time use, the teacher may generate a few questions orally with the class.

Next, students have one minute to write as many possible questions they think might be answered during the learning related to statement 1.

PROCEDURES

After one minute, the students will quickly share their questions orally under the direction of the teacher.

Students are encouraged to add any new or interesting questions to their lists.

PROCEDURES

The purpose is not to generate correct questions.

The purpose is to generate a valid set of questions that might be answered in the content.

Students should feel free to write questions which seems a “bit removed” from the sentence as long as they write the questions sincerely.

PROCEDURES

After about ten minutes of sharing, listening, and writing the teacher discusses the objectives and has students reflect on their prediction questions.

HELPFUL HINTS

The Organizer statements need to be relatively short. Statements should not exceed fifteen words. It is better to write sentences that are too short rather than too long.

Each statement must reflect one objective. The Organizer cannot contain technical

words that students have not experienced previously.

HELPFUL HINTS

Assessment should be based upon the statements that are in the Organizer.

In essence, students begin to internalize that if they learn all they can about the three statements then they will do well on the assessment.

HELPFUL HINTS

The teacher never evaluates the questions. If students hear evaluative comments, then

they worry about generating the “right” questions.

This will lead to fewer questions and lower level of critical thinking.

LONG-TERM RETENTION

The questions generated by the students will increase long-term recall as they associate new learning with the questions they generated in pre-learning.

This means students can use the Organizer after a period of time to retrieve key ideas.

POST-LEARNING

As the learning ensues, students should place a check mark next to any question related to content covered.

The checked questions become a study guide that the students have created.

Students should not be expected to answer their checked questions.

Instead, they asked to think about the information they have learned related to a checked question.

POST-LEARNING

The checked questions become a basis for class discussion as well as reflection. The teacher can stop at regular intervals and ask if any checked questions would be relevant to discuss.

The teacher can encourage the students to record notes during the class discussions in order to enhance comprehension.

If students treat this note-taking seriously, they can use the class discussion as a means to increase their understanding.

POST-LEARNING

Once students have obtained a reasonable level of comprehension, the questions can be used in study groups to discuss the sequence of lessons or the questions can be used as a source of review.

Assessments can be based on the Organizer statements.

Since the Organizer statements represent objectives, teachers are basing their assessments on their original purposes for learning.

ORGANIZER EXAMPLE Organizer: Carbohydrates (sugars) 

Statement 1: Carbohydrates are organisms’ primary energy source and used for short-term energy storage

  Statement 2: Large carbohydrates compose plant cell walls and can be

found in the muscles of mammals.

Statement 3: Large carbohydrates are composed of smaller carbohydrates covalently bonded together

Organizer: Lipids (fats)

Statement 1: Lipids are used for long-term energy storage 

Statement 2: Lipids repel water and can found in the outer membrane of all cells.

   Statement 3: Lipids can be saturated or unsaturated. 

  

ORGANIZER EXAMPLE Organizer: Proteins 

Statement 1: Proteins compose all cells.

  Statement 2: Proteins speed up the rate of chemical reactions.

   Statement 3: Only 20 smaller units compose all proteins.

   Organizer: Nucleic Acids 

Statement 1: Nucleic acids determine the structure of proteins.

   Statement 2: Nucleic acids are the hereditary material of life.

  Statement 3: The universal energy molecule in all living things is

a nucleic acid.

ORGANIZERRegents Earth Science Jan ’01 #13

ANALYTICAL NOTES

Regents Chemistry Jan ’09 #72-74 Soil pH can affect the development of plants.

For example, a hydrangea plant produces blue flowers in acidic soil but pink flowers in basic soil. Evergreen plants can show a yellowing of foliage, called chlorosis, when grown in soil that is too basic Acidic soil can be neutralized by treating it with calcium hydroxide Ca(OH)2, commonly called slaked lime. Slaked lime is slightly soluble in water.

ANALYTICAL NOTESWhat (Idea) Why…important As a result…

The pH of soil can change. The concentration of H+ in soil determines its acidity or alkalinity.

Soil with H+> OH- is acidic and soil with H+ < OH- is alkaline.

Soil pH affects plant development.

Soil pH can affect the traits displayed and overall health of plants.

Hydrangeas are pink in acidic soil and blue on basic soil while evergreens can turn yellow in basic soil.

Acidic pH can be neutralized.

Adding OH- to a solution, such as Ca(OH)2, changes the relationship between H+ and OH-.

The solution becomes less acidic (less H+ in relation to OH-) and the pH moves closer to 7.

ANALYTICAL NOTES

Would this help you answer these questions?

72. Compare the hydrogen ion concentration to the hydroxide ion concentration in soil when a hydrangea plant produces pink flowers.

73. An evergreen plant has yellowing foliage. The soil surrounding the plant is tested with methyl orange and bromthymol blue. Both indicators turn yellow in the soil tests. State, in terms on pH value, why the yellowing of the plant is not due to chlorosis.

74. Write an equation, using symbols or words, for the neutralization of the ions in acidic soil by the ions released by slaked lime in water.

ANALYTICAL NOTES

Try one from an article…

http://www.biologynews.net/archives/2009/11/03/study_sheds_light_on_evolution_of_human_complexity.html

RESOURCES

http://www.nysedregents.org/testing/hsregents.html

http://rhscll.wikispaces.com/