Duplass

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Duplass

• Topics 42-45

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Topic 42 Modeling and Metacogniton

• Modeling is one of the most powerful ways to
  transmit values, behaviors, and reasoning to
  students because students learn by observing and
  emulating the teacher and the other students.
  (Duplass, pg 315)
• Because the teacher is a role model, he/she is
  essential in shaping the students academic
  disposition, ideology, and temperament.

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Types of Modeling

• Personal Modeling- Teacher models how he/she
  conducts discussions, shares ideas, and organizes
  the classroom.
• Tasks Modeling- Teacher demonstrates a task that
  he/she expects students to do.
• Metacognitive Modeling- Teacher models the
  thinking process.

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Modeling Approaches

• Student Modeling- Students model for other
  students, usually this kind of modeling isnt
  planned.
• Teacher Modeling- Teachers are models of thinking
  and behaving. One of the best ways is to share
  his/her thinking.
• Decision Making and Problem Solving, Reading, and
  Questioning Processes also need to be modeled by
  the teacher.

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Lecture

• Lectures are the most efficient way to convey
  information. (Duplass p.319)
• You will be most effective when you conduct
  lectures more as discussions, limit the duration
  to the attention spans of the children, and
  purposefully integrate different types of
  lectures and organizing patterns into the content
  presentations of your instructional sequence.
  (Duplass p.319)

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Types of Lecture

• Feedback students take notes during lecture,
  answer questions in small groups after lecture,
  and the teacher uses Socratic method.
• Guided listen during lecture, after the lecture
  they write down what they can remember, they work
  in groups to reconstruct ideas, and they ask
  questions.
• Responsive students ask questions about the
  material covered throughout the week, the teacher
  asks questions.

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Types of Lectures

• Demonstration the teacher stops throughout the
  lecture to demonstrate different things, this
  occurs at anytime during the lecture, and the
  teacher calls on students to help.
• Pause Procedure the teacher talks while the
  students take notes, periodically the teacher
  pauses and the students share notes, and the
  teacher calls on students to answer questions.
• Think/write/discuss questions are planned for
  throughout the lecture, the teacher pauses to
  allow the students to respond to the questions,
  and the teacher will call on students to read
  their answers.

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Organization of Lectures

• Cause and effect relationships
• Chronological order of events
• Compare and contrast differences and
  similarities
• Conflicting generalities principles and counter
  principles
• Part to whole breaking up big concepts
• What-why application of a concept

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Best Practices

• Presents the content in small steps
• Focuses on a single big idea
• Plans and asks many questions
• Plans and gives many examples and analogies
• Interrupts the lecture with individual or group
  activities
• Constantly checks for student understanding

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Best Practices

• Doesnt talk too fast
• Changes inflection, volume, and pitch
• Uses eye contact to keep everyone involved
• Holds students responsible for the content
• Employs concept related humor
• Shows enthusiasm about the subject
• Promotes note taking by speaking slowly and
  repeating important information
• Gives motivational cues

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Topic 44- Questioning

• Questioning is one of the easiest ways to
  convert social studies content from passive to
  active learning experiences. (Duplass, p. 323)
• All students should be required to answer
  questions and it is one of the most direct ways
  to check understanding and students construction
  of ideas.

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Questions Can Be Used To

• Evaluate students preparation and comprehension
  check for understanding after giving an
  assignment.
• Diagnose students strengths and weaknesses
  assessing certain skills (ex categorizing).
• Develop, Revie, and or Summarize Content
  Organizing questions is better than organizing
  what you tell students.
• Develop Higher-Order Thinking Application to
  real-life situations.

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Create an Environment Conducive to Questioning

• Big Ideas are focused on, instead of coverage of
  many small topics
• Students are given time to think and process
  information.
• Students are expected to justify answers.
• Teacher models thought processes.
• Students are encouraged to generate ideas and new
  information.

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Grounded and Ungrounded Questions

• Grounded- questions that students should know the
  answers to, because they have already been taught
  the information.
• Ungrounded- students may not know the answer, and
  cant be held accountable if they do not
  volunteer to answer or if they give an incorrect
  answer.

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Structuring Effective and Efficient Questions

• Preparing questions is an essential part of
  planning for lessons.
• Successful teachers craft questions that force
  students to think at higher levels.

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Blooms

• Knowledge- check memory only. Should be followed
  up with a higher order thinking skill question.
• Comprehension- check memory and comprehension.
  Also should be followed up with a higher order
  thinking skill question.
• Application- requires students to use knowledge
  and comprehension by applying it to a situation.

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Blooms Continued

• Analysis- requires the student to explain
  significance.
• Synthesis- requires the student to form a new
  idea based on relationships.
• Evaluation- requires the student to make a
  reasoned judgment using a set of criteria.

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Wait Time Approach

• Following a question there should be a three
  second pause so students have time to collect
  their thoughts.
• Pros Students are motivated to develop answers
  length of correctness of students responses
  increase silence diminishes volunteered answers
  increase scores increase higher-level questions
  are increased classroom is quieter students
  become more active.

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Implementation of a Questioning Strategy

• Explain questioning on first day of class
  including
• During grounded questions, everyone will be
  called on.
• Students will have time to think and process the
  answer.
• Students will be called on the same amount of
  time.
• The student always must come up with an answer
  before the teacher moves on.
• Students can also add to others comments after
  everyone has time to think about it.

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Best Practices

• Use Wait Time
• Ask all students an equal number of questions
• Prepare higher-order thinking questions
• Make sure questions are reflected in students
  grades.
• Call on other students to repeat good answers.
• Praise correct answers
• Form precise and definite questions
• Encourage students to ask qualifying questions
• Avoid Fill-in-the-Blank Questions

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Analogies

• Bridge an existing idea to a new idea.
• Analogies should always start with something
  that most of the students know, then make a
  direct connection between that and the new
  knowledge. (Duplass p.330)

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Types of Analogies

• Similes compares two unlike things, using like
  or as.
• Metaphors comparing two unlike things.
• Allegories comparing using fictional characters.
• Media illuminations that create comparisons.

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Analogical construction

• Analogies have
• Topic
• Topic characters
• Story
• Vehicle
• Vehicle characters

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Pitfalls of Analogies

• A teacher must be acutely aware that it is
  exceptionally difficult to frame an analogy that
  is free of bias in the analogies they use.
  (Duplass p. 332)
• The effectiveness is limited by age and cultural
  differences.

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Using Analogies with Controversial Issues

• When emotions are running high in the community
  or school, discussions about such topics may be
  counterproductive when the topics are approached
  head on. The teacher can use a metaphorical story
  to develop basic concepts without the childrens
  knowing, at first, that they are discussing the
  controversial issue. (Duplass p. 333)