Clarity in instruction
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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.

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Clarity in Instruction

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Clarity in instruction

Clarity in Instruction

Suzanna J. Ramos

[email protected]

Teaching Learning Resource Center


Eye drops off shelf

Eye Drops Off Shelf


Local high school dropouts cut in half

Local High School Dropouts Cut in Half


Kids make nutritious snacks

Kids Make Nutritious Snacks


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


Quiz time

Quiz Time!


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 misconceptions1

Anticipating Confusions and Misconceptions


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.


Clarity in instruction

cross-infection

hand washing

microbes

contamination

endemic

fomites

Control and Prevention of Infection

antiseptic

vectors

epidemic

gloves

virus

airborne

transmission


Clarity in instruction

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


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