clarity in instruction
Download
Skip this Video
Download Presentation
Clarity in Instruction

Loading in 2 Seconds...

play fullscreen
1 / 43

Clarity in Instruction - PowerPoint PPT Presentation


  • 123 Views
  • Uploaded on

Clarity in Instruction. Suzanna J. Ramos [email protected] 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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Clarity in Instruction' - eve


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
clarity in instruction

Clarity in Instruction

Suzanna J. Ramos

[email protected]

Teaching Learning Resource Center

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

What does it take to explain things clearly?

Cognitive Empathy

The Big Picture

cognitive empathy
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
cognitive empathy1
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
cognitive empathy2
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
checking for understanding 4 levels of performance
Checking for Understanding4 Levels of Performance
  • Presses on
  • Reads body language
  • Asks checking questions
  • Dipsticks
dipsticking
Dipsticking

Signals

  • Thumbs Up
  • Polleverywhere.com

Non-signals

  • One-Question Quiz
  • Written Assignment
checking for understanding
Checking for Understanding
  • Checking for knowledge of facts
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding1
Checking for Understanding
  • Checking for knowledge of facts
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding2
Checking for Understanding
  • Responding to facial expressions
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding3
Checking for Understanding
  • Responding to facial expressions
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding4
Checking for Understanding
  • Continuing to instruct without checking
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding5
Checking for Understanding
  • Continuing to instruct without checking
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding6
Checking for Understanding
  • Asking questions frequently across many students on the same concept
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
checking for understanding7
Checking for Understanding
  • Asking questions frequently across many students on the same concept
  • Pressing on
  • Reads body language
  • Asks checking questions
  • Dipsticks
cognitive empathy3
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
anticipating confusions and misconceptions
Anticipating Confusions and Misconceptions

1) Predicting in advance common student misconceptions

All rivers flow from north to south

anticipating confusions and misconceptions2
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…
anticipating confusions and misconceptions3
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.
ways to unscramble confusion
Ways to Unscramble Confusion

Has student explain own current thinking

Re-explains

Perseveres

and returns

Isolates point of confusion with pinpoint questions

cognitive empathy4
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
clarity1
Clarity

What does it take to explain things clearly?

Cognitive Empathy

The Big Picture

the big picture
The Big Picture
  • Composed of behaviors thought to help students place current information or operations in a larger framework of meaning.
the big picture1
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
the big picture2
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
the big picture3
The Big Picture
  • Giving the students the itinerary
  • Communicating what the students will know (objective)
  • Mastery objective
  • Activity objective
  • Coverage objective
the big picture4
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
the big picture5
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.

wordsplash
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.
slide36

cross-infection

hand washing

microbes

contamination

endemic

fomites

Control and Prevention of Infection

antiseptic

vectors

epidemic

gloves

virus

airborne

transmission

slide37
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
the last word
The Last Word
  • Use the name of the topic/unit just taught and get students to summarize by using the letters of that word.
the last word1
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.
the big picture6
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
clarity2
Clarity

What does it take to explain things clearly?

Cognitive Empathy

The Big Picture

the last word2
The Last Word ?
  • C –
  • L –
  • A –
  • R –
  • I –
  • T –
  • Y –
thank you

Thank You!

Teaching Learning Resource Center

ad