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Declarative Lesson Design 3-5. Nicole Standing RISE Educational Services. Most methods courses and texts about lesson design focus primarily on Procedural lessons (where students are asked to DO something at the end of the lesson).
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Declarative Lesson Design 3-5 Nicole Standing RISE Educational Services
Most methods courses and texts about lesson design focus primarily on Procedural lessons (where students are asked to DO something at the end of the lesson). Much less emphasis is placed on Declarative lessons (where the end goal for the lesson is that students KNOW something).
The terms “Modeling” and “Guided Practice” imply the learner is practicing a skill, which seems less applicable when learning a new set of facts or concepts. For example, if the learning objective is “Recognize common idioms, adages, and proverbs” or “Describe the various regions of California”… How does one model that?
How do I model that? In every subject, the teacher brings an expertise developed by context that can help the learner narrow down what is truly essential to know about that new content. Similarly, the teacher groups the information in his or her brain, knowingly or not, in a way that helps bring the information up as part of a whole, and not as disconnected facts.
When you were in school, what was one trick a teacher taught you to help you remember content? Share with a partner.
Objective Describe Modeling in declarative lessons
DECLARATIVE “Know” Emphasis on Concept Access Receive Choose Graphic Organizer Choose Markers Plan Think Aloud Choose Delivery Method Choose Graphic Organizer Plan mnemonic Plan Contextualized example Plan Gradual Release Plan Structured Academic talk Plan CFU Methods Plan how big of a chunk to present Plan Structured Academic Talk Plan CFU Methods
Learning Objective: Describe the major events and outcomes of the Peloponnesian War Big Idea: What Why
Describe the 4 regions of California California is made up of 4 main regions or areas. Each region has a specific location, climate, and natural resources.
Learning Objective: Describe the steps of digestion Big Idea: The body parts involved in digestion are the mouth, esophagus, stomach, small intestine, large intestine, and colon. We will also learn the location, function, and description of each.
Recognize common idioms, adages, and proverbs An idiom is an expression or phrase whose meaning is different from the literal interpretation Adages and proverbs are traditional sayings expressing a common experience or observation
Describe life forms in different environments The biomes on Earth are desert, tundra, ocean, wetlands, forests, and grasslands. Each biome has a specific climate as well as plant and animal adaptations that allow life to exist.
Closure • What did we learn in this lesson? • What are the 4 ways to model in declarative lessons? • How can we remember the 4 ways?
Q: Who teaches declarative lessons? A: Every subject area, though most are found in science/history. Examples: Math: Describe the three digits of a three digit number as representing amounts of hundreds, tens and ones. ELA: Name the letters and their sounds. Language: Memorize three new sight words.
Movement Recent studies show that the cerebellum plays an important role in attention, long-term memory, spatial perception, impulse control, and the frontal lobe’s cognitive functions – these are the same areas that are stimulated during learning. Bower & Parsons 2003 “It seems the more we study the cerebellum, the more we realize that movement is inescapably linked to learning and memory” Sousa
Organizers Thinking maps Declarative vs. Non Declarative
Compare & Contrast Location Type of Home Chumash Mojave Diet
Brain research tells us that we can forget 80-90% of what we learn within 24 hours Sousa 2006, Jensen 2005 Therefore……. It is better to teach smaller chunks, and have learners practice independently, than to teach large objectives that cannot be reached.
An unreasonable expectation… That learners are successfully able to complete the task after modeling. It is during guided practice that learners begin to master the skill.
Average Retention Rate After 24 hours Lower Retention Verbal Processing 5% Lecture 10% Reading 20% Audiovisual Higher Retention Verbal and Visual Processing 30% Demonstration 50% Discussion Group 75% Practice by Doing Doing 90% Teach Others / Immediate Use of Learning Adapted from D.Sousa – 2006: p95
What is Guided Practice in a Declarative Lesson? Learners aren’t practicing a skill. They are more fully engaging with the big idea. This should include multiple methods of rehearsal including Review information Make sense of information Elaborate on the details Assign value and relevance Instructional implications of the OWLS
ROTE REHEARSAL DOK Level 1 • Used when a learner needs to store information exactly as it is entered into working memory • Used when information needs to be learned in a specific form or sequence • Parts of a digestive system • Name the events leading up to the Revolutionary War Rote rehearsal simply allows students to acquire information. It doesn’t ensure they understand the information or can apply it to new situations.
ELABORATIVE REHEARSAL DOK Levels 2-4 • More complex thinking process that requires making connections to previous learning and assigning meaning. • Students use rote rehearsal to memorize a poem but elaborate rehearsal to interpret its meaning. If students are not explicitly taught how to practice elaborate rehearsal or how the expert thinks, they will resort to rote rehearsal.
Rehearsal Implications for Declarative Lessons Rote Rehearsal Elaborate Rehearsal Elaborate rehearsal is necessary in order for students to answer higher order questions that have them apply their knowledge to new situations. If students only use rote rehearsal to memorize important facts they will do fine on a true-false or fill in the blank test. Questions for planning my Guided Practice: How am I having my students rehearse? What synthesis questions can I ask to provide opportunities for elaborate rehearsal?
In a lesson, key ideas to keep in mind regarding checking for understanding You need to know who doesn’t know and what they don’t know- not what they think they know, or you assume they know.
Choral response or calling out is a very popular, very self-affirming….very dangerous way of: Exacerbating the achievement gap Being led to believe that students are able to move to independent practice In a lesson, key ideas to keep in mind regarding checking for understanding
Steps for Checking for Understanding at Key Points in Lesson Pose the question to make all students accountable Pause to allow time for all students to develop an answer Process to build language and develop soft skills Pick a non-volunteer
From Input to Notes in Declarative Lessons Frame the Big Idea (graphic organizer) Input (mindful of chunks and length of input) Process (neighbor talk, questions) Check for understanding (authentic) Notes
What would Guided Practice look like for this lesson? How does it work? What is the effect? Outer layers of rock expand more than the layers below, causing them to wear away. Outer layers peel off. Water enters small cracks and expands (takes up more space). Cracks widen. Repeated freezing and thawing causes breaks. Plant roots force their way through small cracks in rock. As roots grow larger, cracks widen and rocks break apart. Winds that carry bits of sand break down the softer parts of rock. Sharp edges of the sand wear away the rock.
Some common conversations: When do I do the vocabulary? What about the fun activities in science, social studies? Can I incorporate movement, music, dance? I like to have them pre-read the content…. What about scholarly discussion?
Some processing questions • How are declarative lessons currently structured? • What does checking for understanding look like? • Are graphic organizers provided to help students group the information?
