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Guided Instruction

Guided Instruction. Roots of Guided Instruction. Vygotsky’s Zone of Proximal Development

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Guided Instruction

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  1. Guided Instruction

  2. Roots of Guided Instruction • Vygotsky’s Zone of Proximal Development • “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). • Wood, Bruner, and Ross’s Scaffolding • requires the adult’s “controlling those elements of the task that are initially beyond the learner’s capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (Wood, Bruner, & Ross, 1976,p. 90).

  3. Guided Instruction is analogous to teaching a child to ride a bike. Scaffolds include training wheels, running alongside the bike, calling directions (“Pedal faster!”) • The adult is there to handle the tricky parts, but the child begins to try out the skill or strategy

  4. Scaffolds • In construction and in instruction: • Provides support • Functions as a tool • Extends the range of the worker • Allows the worker to accomplish a task otherwise not possible • Used to selectively aid the worker when needed (Greenfield, 1999)

  5. Scaffolds in Classroom Instruction • Robust questions to check for understanding • Prompts that focus on cognitive and metacognitive processes • Cues to shift attention to sources • Direct explanation and modeling to re-teach

  6. Teacher Poses a Question Student responds Robust Questioning to Check for Understanding

  7. Quizzing! Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Good. What is a diurnal animal? Questioning! Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Questioning (not quizzing) to Check for Understanding Misconception Alert!

  8. Intention in Robust Questioning • Focus is on uncovering, not testing • Looking for anticipated misconceptions or partial understandings • Feed forward to plan subsequent instruction (Fisher & Frey, 2009) • Beware the expert blind spot! (Nathan & Petrosino, 2003) • Overestimating the relative ease of the task • Overlooking the developmental progression in mastering a task

  9. Types of Robust Questions • Elicitation questionsdraw on information that has already been taught (5 W’s) • Divergent questionsrequire the learner to use both previously taught and new information (“Why does water in a lake look blue but is clear in a glass?”) • Elaboration questionsask the student to provide their reasoning (“Why do you think so?”) • Clarification questionsrequire extending thinking through furnishing an example (“Can you show me where you found that information?”) • Heuristic questionsengage them in informal problem-solving (“How do you know when you have run out of ways to answer this question?”)

  10. Teacher Poses a Question Student responds Is the answer appropriate? Yes No Probe to elicit more information Prompt to elicit background knowledge Focus on cognitive/metacognitive Prompting for Cognitive and Metacognitive Thinking

  11. Prompting to Follow an Incorrect Answer Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Teacher: I’m thinking of those pictures we saw of the great horned owl and the slow loris in the daytime and at night. Does your answer still work? [a prompt to activate background knowledge]

  12. Prompts • Focus on cognitive and metacognitive processes • Can be declarative or interrogatory • What does the student need to complete the task? Questioning is about assessment; Prompting is about doing

  13. Cognitive Triggers academic knowledge Factual or procedural knowledge The reasoning needed to apply it Background KnowledgeandProcess or Procedure Prompts Metacognitive Sense-making Self-assessment Reflection What worked, and what needs improving HeuristicandReflective Prompts Types of Prompts

  14. Includes what has been previously taught and what has been experienced Can be built directly or indirectly (Marzano, 2004) Background knowledge prompts invite students to use what they know to resolve problems Background Knowledge Prompts

  15. Using Background Knowledge Prompts Context: Students are creating a Jeopardy®-style game. The teacher is building the background knowledge of a group of students. He draws their attention to a sentence in the text: “When you eat foods—such as bread, meat, and vegetables—they are not in a form that the body can use as nourishment.”He asks Mauricio to retell it is his own words...

  16. Mauricio: So, I think it says that your body can’t use meat like it is meat. It has to be changed. Jessica: But that’s what we eat to live. That’s good eating. Russell: I don’t eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat change so that your body can use it? Russell? Russell: It doesn’t change. It’s meat. Mr. Jackson: So let’s think about what we know about nourishment and our food. There’s a process that it goes through, right? [they nod in agreement] What’s the first step? You know this because you do it several times a day. Sarah: The first thing to eat? Is that what you mean? Mr. Jackson: Yeah, the first thing. Sarah: You take a bite. Mr. Jackson: Exactly, right on. So you’ve changed the food, right? Russell: Yeah, but it’s still meat. Mr. Jackson: It sure is. But it’s changed a bit, and will change more. Remember we talked about different kinds of changes. Physical … Chemical Jessica: So the first thing, when you bite it, it’s a physical change, right? Mr. Jackson: You know it! And then what happens?

  17. Performing a specific task Addresses the “what” and “how” in learning Examples: Order of operations (math), peer response (writing), completing a lab (science) Prompts can be forward chaining (starts the process) and backward chaining (leaves the last step to complete) Prompting for Procedural or Process Knowledge

  18. Prompting Heuristic Knowledge • Informal problem-solving dispositions and technique • Often apply a “rule of thumb” • “Make a graph so I can see it;” “confirm my prediction;” “keep track of the calculations so I don’t get mixed up;” “Make a list of pros and cons” • These are less well-defined techniques than procedural or process knowledge ones, and draw on past experiences and “Eureka moments*

  19. This means students need to have past experiences! Heuristic prompts work best when they have used the heuristic before--foster productive success during guided instruction so they have those “Eureka moments.”

  20. Heuristic prompts in reading

  21. Reflective Knowledge Prompts • Trigger metacognitive thinking • “Knowing about knowing” • Includes invitations to set goals, write in an interactive journal, conferencing with a student • “What did you learn today?” • “How did you learn it? • “What do you need to learn next?”

  22. Teacher Poses a Question Student responds Is the answer appropriate? Yes No Prompt to elicit background knowledge Focus on cognitive/metacognitive Probe to elicit more information Is the answer appropriate? Is the answer appropriate? Yes Yes No No Pose new question Cue to shift Attention to Information source Pose new question Cueing to Shift Attention

  23. Defining Cues • Shift attention to sources of information • Can highlight an error • More direct and specific than prompts • Often follow a prompt that did not elicit a correct response • Attention grows with competency

  24. The Role of Attention • Attention is influenced by expertise • Expert dancers notice what novice dancers don’t (Calvo-Merino, et al., 2005) • Consider the expert commentator at a diving event--he sees things you don’t • Your teaching cues do the same thing for novice learners

  25. Types of Cues • Visual • Physical • Gestural • Positional • Verbal • Environmental Pair cues for greater impact

  26. Visual Cues in Reading • “Look at the cover of the book and predict what the story is about.” • “Based on the illustration, do you think the character is happy, sad, scared?” • “The illustration on page 6 might be helpful in summarizing the text.” • “Take a look at this picture and think about the actions that take place.” • Circling, highlighting, underlining passages • Graphic organizers

  27. Cueing Using Movement • Physical cues are the most overt; hand-over-hand, touching the elbow • Gestural cues do not involve touching, are purposeful and precise • Positional cues rely on movement (sliding forward a piece of a puzzle)

  28. VERBAL “Listen carefully to this next direction…” “This is important…” “Be sure to write this down in your notes…” “Get your mouth ready to say this word.” “You said ____. Does that sound right?” “Look at that last part of that paragraph.” “This is a tricky part. Be sure…” “Watch out. This is where lots of people make a mistake.” EMPHASIS Repeating a student’s statement Using intonation to stress a word or phrase Slowing the rate of speech Changing the volume of speech to emphasize a word or phrase Pausing after beginning a statement in order to allow the student to complete the thought. Verbal and Emphasis Cues

  29. Proximity Environmental print Manipulatives and objects Interactive whiteboards Others? Environmental Cues

  30. QUESTION Responds Appropriate? No Yes Probe PROMPT Yes Appropriate? Appropriate? No No Yes New question New question CUE Is the answer appropriate? Yes No Pose new question OFFER DIRECT EXPLANATION AND MODELING Pose original question again Direct Explanation and Modeling

  31. Inquiring Minds Want to Know • 600 sixth graders surveyed said they wanted the teacher to: • Describe what he or she did to understand an occurrence in the text; • Demonstrate how they knew when they had the correct meaning for the word; and • Show how the teacher applies specific reading processes (Block, 2004)

  32. When a Learner Gets Stuck… … and prompting and cueing don’t work: • Direct explanation • Modeling • Thinking aloud

  33. Defining Direct Explanation • Explicitly state what is being taught • Tell when and how it will be used • Think aloud to demonstrate reasoning • Monitor application • Check for understanding Take care not to re-assume responsibility too quickly

  34. Defining Modeling • Demonstration of a skill or problem-solving strategy by an expert • Used widely in science, physical education, music, art • Human need to mimic • Mirror neuron systems

  35. Defining Thinking Aloud • Modeling of more covert skills • verbal protocol for explaining one’s decisions while performing a task (Davey, 1987) • Exposing the inner dialogue of the reader • Disrupts students’ belief that teachers “just know stuff” • Students who believe intelligence is fixed and outside one’s control are at risk for failure

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