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Clarity in Instruction

Clarity in Instruction. Suzanna J. Ramos sramos@tamhsc.edu. Teaching Learning Resource Center. Eye Drops Off Shelf. Local High School Dropouts Cut in Half. Kids Make Nutritious Snacks. Objectives. To understand the importance of ‘Clarity’ in teaching content.

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Clarity in Instruction

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  1. Clarity in Instruction Suzanna J. Ramos sramos@tamhsc.edu Teaching Learning Resource Center

  2. Eye Drops Off Shelf

  3. Local High School Dropouts Cut in Half

  4. Kids Make Nutritious Snacks

  5. Objectives • To understand the importance of ‘Clarity’ in teaching content. • To learn tools and techniques to enhance clarity in your teaching.

  6. Clarity What does it take to explain things clearly? Cognitive Empathy The Big Picture

  7. Cognitive Empathy • Enables teachers to know when students don’t understand • Enables teachers to zero in on what part of the material they don’t understand

  8. Cognitive Empathy 1) 4 levels of performance • presses on • reads body language • asks checking questions • dipsticks 2) Anticipating confusion & misconceptions • re-explains • student explains current thinking • asks questions to isolate confusion • perseveres and returns

  9. Cognitive Empathy 1) 4 levels of performance • presses on • reads body language • asks checking questions • dipsticks 2) Anticipating confusion & misconceptions • re-explains • student explains current thinking • asks questions to isolate confusion • perseveres and returns

  10. Checking for Understanding4 Levels of Performance • Presses on • Reads body language • Asks checking questions • Dipsticks

  11. Dipsticking Signals • Thumbs Up • Polleverywhere.com Non-signals • One-Question Quiz • Written Assignment

  12. Quiz Time!

  13. Checking for Understanding • Checking for knowledge of facts • Pressing on • Reads body language • Asks checking questions • Dipsticks

  14. Checking for Understanding • Checking for knowledge of facts • Pressing on • Reads body language • Asks checking questions • Dipsticks

  15. Checking for Understanding • Responding to facial expressions • Pressing on • Reads body language • Asks checking questions • Dipsticks

  16. Checking for Understanding • Responding to facial expressions • Pressing on • Reads body language • Asks checking questions • Dipsticks

  17. Checking for Understanding • Continuing to instruct without checking • Pressing on • Reads body language • Asks checking questions • Dipsticks

  18. Checking for Understanding • Continuing to instruct without checking • Pressing on • Reads body language • Asks checking questions • Dipsticks

  19. Checking for Understanding • Asking questions frequently across many students on the same concept • Pressing on • Reads body language • Asks checking questions • Dipsticks

  20. Checking for Understanding • Asking questions frequently across many students on the same concept • Pressing on • Reads body language • Asks checking questions • Dipsticks

  21. Cognitive Empathy 1) 4 levels of performance • presses on • reads body language • asks checking questions • dipsticks 2) Anticipating confusion & misconceptions • re-explains • student explains current thinking • asks questions to isolate confusion • perseveres and returns

  22. Anticipating Confusions and Misconceptions 1) Predicting in advance common student misconceptions All rivers flow from north to south

  23. Anticipating Confusions and Misconceptions

  24. Anticipating Confusions and Misconceptions 2) Predicting in advance that the material will be difficult to learn • Instructor is aware that the content is difficult to understand. • Instructor takes steps to simplify the content, go slower, have more notes etc…

  25. Anticipating Confusions and Misconceptions 3) Noticing or perceiving on the spot that students might not understand • Students placing the protractor wrongly on the map to obtain accurate bearings. • Instructor alerts the rest of the class.

  26. Ways to Unscramble Confusion Has student explain own current thinking Re-explains Perseveres and returns Isolates point of confusion with pinpoint questions

  27. Cognitive Empathy 1) 4 levels of performance • presses on • reads body language • asks checking questions • dipsticks 2) Anticipating confusion • re-explains • student explains current thinking • asks questions to isolate confusion • perseveres and returns

  28. Clarity What does it take to explain things clearly? Cognitive Empathy The Big Picture

  29. The Big Picture • Composed of behaviors thought to help students place current information or operations in a larger framework of meaning.

  30. The Big Picture • At the start of the lesson…. • State learningobjective • Give itinerary 2) Tools for activating new knowledge • Wordsplash • KWL 3)Tool for summarizing • The Last Word

  31. The Big Picture • At the start of the lesson…. • State learningobjective • Give itinerary 2) Tools for activating new knowledge • Wordsplash • Semantic mapping • KWL 3)Tool for summarising • The Last Word

  32. The Big Picture • Giving the students the itinerary • Communicating what the students will know (objective) • Mastery objective • Activity objective • Coverage objective

  33. The Big Picture • At the start of the lesson…. • State learningobjective • Give itinerary 2) Tools for activating prior knowledge • Wordsplash • KWL 3)Tool for summarizing • The Last Word

  34. The Big Picture New knowledge “sticks” better when it has prior knowledge to stick to. Ambrose S.A., et al. (2010). How learning works: Seven research-based principles for smart teaching.

  35. Wordsplash • Have a key word/term/topic and students come up with words associated with it. • Instructor is to defer judgment. • Students state what they think the relationship is or will be between key words. • This produces wide student participation and higher-level thinking.

  36. cross-infection hand washing microbes contamination endemic fomites Control and Prevention of Infection antiseptic vectors epidemic gloves virus airborne transmission

  37. KWL • This tool gets students to be cognitively active in relation to new incoming information. • K – What I Know • W – What I Want to Know • L – What I Learned

  38. The Last Word • Use the name of the topic/unit just taught and get students to summarize by using the letters of that word.

  39. The Last Word • G – Great to have to reduce hand contamination from blood and bodily fluids. • L – Lice become infected while feeding on the blood of a patient with acute typhus fever. • O – Over-compliance with hand washing may lead to broken skin and disturbance of helpful organisms. • V – Vector-borne anthropodslike flies can transmit infection. • E – Exudate is fluid from a wound, usually made up of serum, leucocytes, and wound debris. • S – Source is the part of the reservoir which provides the organisms that have infected or colonized patients.

  40. The Big Picture • At the start of the lesson…. • State learningobjective • Give itinerary 2) Tools for activating new knowledge • Wordsplash • KWL 3)Tool for summarizing • The Last Word

  41. Clarity What does it take to explain things clearly? Cognitive Empathy The Big Picture

  42. The Last Word ? • C – • L – • A – • R – • I – • T – • Y –

  43. Thank You! Teaching Learning Resource Center

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