Secondary School Teaching: A Guide to Methods & Resources Chapter 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games By

Secondary School Secondary School Teaching: Teaching:

A Guide to Methods & A Guide to Methods & ResourcesResources

Chapter 8: The Thinking

Curriculum: Using Teacher Talk,

Demonstrations, Inquiry, and

GamesBy

Valeria Molinelli

June 11, 2008

IntroductionIntroduction

• Topics of Discussion:−Teacher talk−Demonstration−Inquiry−Games

• Why is it Important?−Use of strategies−Integrated learning−Use of inquiry for student learning−Games for learning

1.1. Teacher TalkTeacher Talk• Lecture (formal) and discussion

(informal)• Be Aware !!!

−Do not talk too much−Do not talk too fast

• ELL students

−Make sure students hear and understand you• Voice pitch and vocabulary

−Do not assume students learned or understood a lesson

• Direct or simulated learning experiences

−Avoid monotone talking−Multitask

From Beginning to the From Beginning to the EndEnd

1. Start with an “advance organizer”• Brief introduction • Organized sequence of ideas • Meaningful connections

2. Talk must have a logical beginning & end

3. Pace yourself4. Encourage participation5. Plan a clear ending

Planning a LecturePlanning a Lecture• Understand the reasons for this strategy

−Ex: introduce or discuss the progress of a unit, explain an inquiry, present a problem, use as transition, share experiences, etc.

• Clarify the objectives of the talk−Single idea

• Choose between formal and informal• Vary strategies and activities frequently

−What can you do when you start losing your students’ attention?

−Every 8 to 15 minutes for most classes−Multitasking or multilevel instruction

• Prepare and use notes as a guide

Planning a Lecture Planning a Lecture (Cont’)(Cont’)

• Share note organization with your students

• Rehearse your talk• Avoid rushing to complete outline• Allow for multisensory stimulation• Give the content of your talk a thought• Monitor the delivery of the talk• Help students develop their vocabulary

−“Every teacher is a teacher of language arts”

• Consider student diversity• Help students make connections• Establish eye contact regularly

2.2. DemonstrationDemonstration• Actively engaged in a learning activity

−Learning by doing

• To be used in any grade level and/or subject

• Students must know the reason of such demonstrations−Conserve time and resources−Clarify discrepancy−Opportunity for student participation− Illustrate content−Acts as engaging scenario−Model a skill−Reduce hazards−Test a hypothesis

Planning a Planning a DemonstrationDemonstration

1. Decide the most effective way to conduct demonstration

• Verbal or silent

2. Be sure demonstration is visible to all students

3. Practice with materials and instructions before demonstrating to the students

4. Consider pacing during demonstration5. Remove unnecessary objects6. Model proper safety precautions

• Safety goggles, fire-safety equipment and procedures, etc.

3.3. InquiryInquiry

• Valuable teaching tool, but time consuming• Students are responsible for their own

learning• Problem Solving

−Used by inquiry and discovery−Facilitates learning−Steps

• Recognize, identify, define, or describe a problem• Identify solutions• Select strategies• Test solutions• Evaluate outcomes

Inquiry vs. DiscoveryInquiry vs. Discovery

• Through experiences• Two major differences

−Who identifies the problem−Percentage of decisions made by

students• Levels of Inquiry

−Level I – not a true inquiry process, predictable

−Level II – true inquiry by middle school−Level III – true inquiry by high school

Inquiry vs. Discovery Inquiry vs. Discovery (Cont’)(Cont’)

• Inquiry processes – complex mental operations (idea-using category)−Project-centered and problem-centered

teaching

• Critical Thinking−Data-generating processes

• Communication, experiencing, measuring, observing, verifying

−Data-organizing processes• Charting and graphing, classifying, comparing,

ordering, sequencing, using numbers

−Idea-building processes • Explaining, generating, interpreting, making

analogies, synthesizing

−Idea-using processes• Applying, controlling variables, defining operationally,

hypothesizing, model building, predicting

Integrated LearningIntegrated Learning

• Provides effective teaching-learning

experiences

• Methods of teaching and learning

through oral language−Cooperative learning−Instructional scaffolding−Inquiry teaching

Heuristics ActivitiesHeuristics Activities

• Help solve problems and understand an idea

• Examples:−Brainstorming: based on a key word−Chunking or clustering: mental organizers−Comparing and contrasting−Inferring: assume−Memory strategies−Outlining: main ideas−Paraphrasing: short summary−Reciprocal teaching: peer teaching effect

Heuristics Activities Heuristics Activities (Cont’)(Cont’)

−Review: material learned−Study strategies−Visual tools:

• Brainstorming• Task-specific organizers• Thinking process maps

−Venn diagramming: comparing concepts

−Visual learning log (VLL) • Free-form drawings • Journal keeping• Prior to new to future information

4.4. Educational GamesEducational Games• Activities that involve several senses and learning

modalities• Engage high-order thinking skills• Great engaging tool• Effective learning tools• Should follow a clear purpose• Examples:

−Simulations: more complex form of role play−Role play: fully involves participant−Mind games−Board games−Computer games−Sporting games

Types of Educational Types of Educational GamesGames

• Pure game – fun• Pure contest – stimulates competition, built-in

inefficiency• Pure simulation – models reality• Contest/game - stimulates competition, built-

in inefficiency, fun• Simulation/game – models reality and fun• Contest simulation - stimulates competition,

built-in inefficiency, models reality• Simulation/game/contest – models reality, fun,

stimulates competition, built-in inefficiency

Functions of Educational Functions of Educational GamesGames

• Variety and change of pace• Assess student learning• Encourage creative thinking• Peer interaction• Provide problem-solving situations• Teach both content and process• Enhance student self-esteem• Enhance student social relationships• Motivate students

ConclusionConclusion

• Help students become responsible for

their own learning

• Teach students strategies that allow

them critical think for future real-world

experiences

• Students need to be able to develop their

thinking process by proposing a problem,

presenting solutions, testing, and making

conclusions

Chapter 9: Organizing and

Guiding Student Learning: Alone

and In Groups

Secondary School Secondary School Teaching: Teaching:

A Guide to Methods & A Guide to Methods & ResourcesResources

By

Valeria Molinelli

June 11, 2008

IntroductionIntroduction

• Help students achieve mastery of the curriculum by believing in the learning potential of every student

• How to achieve equity in the classroom• Group students to enhance positive interaction and

quality learning• Personalized and individualized instruction for

specific groups of learners• How to effectively use assignments and homework• Coordinate different forms of independent and

small-group project-based study• Motivational teaching strategies

A.A. Mastery Learning & Mastery Learning & Personalized Personalized InstructionInstruction

• Learning is an individual experience−“Differentiated instruction”

• Visual, verbal, tactile, or kinesthetic learners

• Student achievement in learning −Level of attention−Time allocated per task

• Strategies:−Small learning communities−Cooperative learning groups−Project-based learning− Independent study

Outcomes of Quality Outcomes of Quality LearningLearning

• Students experience success at each

instructional level

• Mastery of content is possible

• Learning sequential and logical

• Learning outcomes can be observable and

measurable

• Students will be given enough time to

complete a task successfully

• Instruction must be modified, not the student

Cycle of TeachingCycle of Teaching

• Define learning objectives• Activate prior knowledge of student

−Immediate individualized instruction

• Variety of instructional tools and choices−More learning modalities for every student−Multilevel instruction−Decision making

• Practice and reinforcement of content ensuring comprehension

• Post-assessment

B.B. Planning Planning Individualized Individualized

InstructionInstruction1. Recognize and work with special needs students

• Mental retardation, hearing, speech or language, visual, emotional, orthopedic, autism, traumatic, brain injury, other health impairment, or specific learning disabilities

• Special education and related services• Special needs student must receive instruction in the

regular classroom (inclusion)

− A continuum of differences• “Inclusion” (full or partial)• Teaching students with special needs requires further

training - teach to different needs at the same time• Accommodations• IEP (Individualized Education Program)

Planning Individualized Planning Individualized Instruction (Cont’)Instruction (Cont’)

− Guidelines in the inclusive classroom• Become familiar with specific students needs• Modify materials and procedures• Provide expectations and learning objectives in behavioral

terms• Monitor students for signs of impatience, frustration,

anxiety, and off-task behaviors• Have students keep assignments in a folder and remind

them of deadlines• Be consistent in your expectations• Plan interesting activities to keep students on task and

help them make connections• Plan questions that can be answered with confidence• Make sure activities and assignments lead students to

success• Provide time for students to practice and do work (guided)• Encourage peer support/organization


2. Recognizing and work with students of diversity and differences

− Determine the language and ethnic group of students

− About 1 year to communicate in English and 3 to 7 years to catch up academically

− Respect cultural background− Active and cooperative learning− LEP (Limited English Proficiency) – 1 to 5− “Pullout” approach


• Teaching techniques for ELL students− Allow more time for activities− Allow time for translation − Avoid sayings or phrases that might not be

understood− Divide complex units into smaller ones− Write key words on the board− Read directions aloud and write them on the board− Speak at lower pace− Simplify vocabulary without talking down to students


3. Recognizing and work with gifted students − Historically: gifted & talented had different

meanings. − Today: used as synonyms− Sometimes these students are unidentified− Most at risk of dropping out of school− To place them in special classroom, a grade

point average (GPA) or intelligence quotient (IQ) is used

− Identify students by observation, rating scales, tests, and audition


• Characteristics of Gifted Students−Strong sense of self, pride, and worth −Able to assume adult roles at home or work−Manage school while living in poverty and/or

with dysfunctional families−Retrieve and use stored knowledge to solve

problems−Think independently and logically−Ability to lead others


• Working with gifted students in the class−Collaborate in the planning of some of their

personal objectives−Emphasize skills in critical thinking, problem

solving, and inquiry−Plan assignments and activities that challenge

students−Provide discussion time to highlight topics of

their interest−Provide independent or self-paced activities−Provide accelerated study if student has already

master the lesson


4. Recognizing and work with students who

take more time but are willing to try− Students that try but need more time

• Adjust instruction to preferred learning style• Focus on final outcome and not material covered• Find something the student does well & connect to

learning• Emphasize on basic communication skills• Get to know the student• Check for comprehension often• Use positive reinforcement

− Student that do not try or underachievers

C.C. Learning AloneLearning Alone

• More than 10% of K-12 students

learn best alone

• Often gifted students

• Able to learn at their own pace

• “Contract learning packages” −Between teacher and student

D.D. Learning in PairsLearning in Pairs1. Peer tutoring or mentoring

− Also peer-assisted learning (PAL)− One student teaches the other one who has limited

proficiency in a unit

2. Cross-age coaching• One student coaches the other one from a different,

often lower grade level

3. Paired team learning− Students study and learn in teams of two− Often gifted students− Uses: science buddies, homework partners, book report

pairs, etc.

4. Think-pair share (covered in Ch. 2)

E.E. Learning in Small Learning in Small GroupsGroups

• Three to five students• Either teacher- or student-directed setting• Students assume better control of their

own learning• Specific activity• To consider:

−Personality types−Social pattern−Common interest−Learning styles−Knowledge level

F.F. Cooperative LearningCooperative Learning

• Cooperative learning group (CLG)−Mixed group of three to five students−Support one another−Each member assumes a different role, which

is often rotated• Group facilitator• Materials manager• Recorder• Reporter • Thinking monitor

−Work together towards a common goal−Enhances social, emotional, and academic

skills− Increases motivation among members

G.G. Learning in Large Learning in Large GroupsGroups

• More than five students

• Student presentations−Encourage research and material organization−Critical thinking, share opinions, class

interactions−Debates, jury trials, panels, etc.−Guided by the teacher

• Whole-class discussions−Used frequently by teachers

H.H. Equality in the Equality in the ClassroomClassroom

• Tend to interact with only some students

• Try to involve all students equally

• Avoid discrimination−Ethnic, gender, etc.−Expectations in regards to achievement

• Strategies−Tally teacher-student interactions−Students must raise their hands to be called

on−Applaud after all student presentations

Motivational Teaching Motivational Teaching StrategiesStrategies

• Visual and performing arts−Have students construct, design, and

decorate their own kites (creativity with science)

• Family and Consumer Economics , Foods, and Textiles−Bring an array of foods from different

countries and have students identify where they come from

ConclusionConclusion

• Understand the importance of peer support in the classroom

• Cooperative learning and strategies that encourage true inquiry will help students achieve success

• Teach students how to become independent thinkers

“Learning is changing. Learning is doing different. Learning is creating better

outcomes. Learning is reading, hearing, watching

and then applying.Learning is taking the theory

and making it a practice.”By Craig HarperMotivational Speaker and Educatorhttp://www.craigharper.com.au

http://www.craigharper.com.au/

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Secondary School Teaching: A Guide to Methods & Resources Chapter 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games By