A central element of teaching is introducing students to new content.  It can be difficult for a teacher (especially an experienced one) to remember how much of the information he or she communicates is entirely and truly "new" to the student.  

*Research shows how important it is for students to encounter and process new information in ways that make personal sense.  This is sometimes called the "Critical-Input" phase of learning.  Failure on the part of the student to engage and connect with the material at this point will nearly always result in a failure to grasp the larger picture and acquire important concepts later on.

Some questions for reflection:

• What cues are given which indicate upcoming information is important
• What routines exist to effectively group students together to encounter new information
• Are advanced organizers and previews of new content given
• Do I stop at strategic points and check for understanding
• Do I create time and opportunities for students to summarize, digest, and elaborate on the information
• Do students organize their thoughts and conclusions in notes, graphic organizers, pictures, mind maps, and/or flow charts
• Do I give students an opportunity to reflect on what they could have done differently when interacting with the new knowledge

When asked, can students:

• Describe the level of importance of the information addressed in class 
• Explain why the content is important to pay attention to
• Work effectively with others to navigate new material
• Explain links with prior knowledge
• Make predictions about upcoming content
• Provide a purpose for what they are about to learn
• Explain why the teacher is stopping at various points and knows what is expected when the teacher stops
• Explain what has just been learned, ask clarification questions, and actively discuss the content
• Produce a record of their developing understanding
• Explain what was difficult and identify what strategies they did or did not use to help learn the material

*Research Citations

1. Berman, S. (2001). Thinking in context: Teaching for open-mindedness and critical understanding. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 11–17). Alexandria, VA: Association for Supervision and Curriculum Development.
2. Jensen, E. (2005). Teaching with the Brain in Mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
3. Anderson, J. R. (1982). Acquisition of Cognitive Skills. Psychological Review, 89, 369–406.
4. Anderson, J. R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press.
5. Anderson, J. R. (1995). Learning and Memory: An Integrated Approach. New York: Wiley.
6. Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on Learning, Thinking, and Activity. Educational Researcher, 29(4), 11–13.
7. Nuthall, G. (1999). The Way Students Learn: Acquiring Knowledge from an Integrated Science and Social Studies Unit. Elementary School Journal, 99(4), 303–341.
8. Nuthall, G., & Alton-Lee, A. (1995). Assessing Classroom Learning: How Students Use their Knowledge and Experience to Answer Classroom Achievement Test Questions in Science and Social Studies. American Educational Research Journal, 32(1), 185–223.

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In advance of our guest speaker this week, I share with you a three part series of articles on students and mental health.  These will also be added to the flipboard feed.