KEY QUESTION: What do I do to help students deepen their understanding of new knowledge?
A well-structured introduction to new information, knowledge, content or a skill is crucial; however, to insure long term retention, equally well-structured and effective opportunities to apply knowledge and practice skills need to take place.
*Research indicates that these two elements play off of each other in a powerful and reinforcing manner. Students cannot access new knowledge effectively without a solid foundation that is developed through exposure to existing knowledge in the form of practice and repetition.
Some questions for reflection:
*Research indicates that these two elements play off of each other in a powerful and reinforcing manner. Students cannot access new knowledge effectively without a solid foundation that is developed through exposure to existing knowledge in the form of practice and repetition.
Some questions for reflection:
- In lessons with new content do I begin with a systematic review of previous learning
- Do I effectively place students in groups to review and practice previous material?
- Is my homework designed with a specific learning objective
- Do my homework assignments allow students to practice and deepen knowledge independently
- Do I engage students in activities that require an examination of similarities and differences between content
- Do I challenge students to examine information for errors, fallicies, and strength of support
- Do I create opportunities for independent practice For guided practice if students cannot perform the skill, strategy, or process independently
- Do I create opportunities for students to revisit and revise previous learning
- Do I frequently ask students to perform tasks beyond factual recall or memorization
- Do I engage students with an explicit decision making, problem solving, experimental inquiry, or investigation task that requires them to generate and test hypotheses
- Do I provide reliable and worthwhile resources to guide students through independent problem solving
- Describe the previous content on which the new lesson is based
- (While in groups) ask each other probing questions and offer and obtain useful feedback from their peers
- Describe how the homework assignment will deepen their understanding of informational content or help them practice a skill, strategy, or process
- Explain or produce artifacts which reflect similarities and differences
- Point out errors in reasoning or procedure
- Perform the skill, strategy, or process with increased confidence and competence
- Explain or correct errors or misconceptions they had about content
- Explain the hypothesis they are testing and point out if it was confirmed or disconfirmed
- Create artifacts which reflect decision making, problem solving, experiential inquiry, or investigation
- Seek out the teacher for advice and guidance regarding hypothesis generation and testing
- Identify where to turn to or begin when stuck or struggling
*Research Citations
- Anderson, J. R. (1995). Learning and memory: An integrated approach. New York: Wiley.
- Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.
- McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531–566.
- Rosenshine, B. (2002). Converging findings on classroom instruction. In A. Molnar (Ed.), School reform proposals: The research evidence. Tempe, AZ: Arizona State University Research Policy Unit.
- Collie, A., Maruff, P., Darby, D. G., & McStephen, M. (2003). The effects of practice on cognitive test performance of neurologically normal individuals assessed at brief test–retest intervals. Journal of International Neuropsychology Society, 9(3), 419–428.
- Costa, A. L. (Ed.). (2001). Developing minds: A resource book for teaching thinking (3rd ed.). Alexandria,VA: Association for Supervision and Curriculum Development.
- Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62.