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:

• 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

When asked, can students:

• 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

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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KEY QUESTION:  ​What skills and/or concepts are my students learning at the end of the lesson/segment/unit and how do I communicate that?

Research* indicates that there are noticeable achievement gains in classrooms where students know and understand what they are learning and why.  Communicating clearly and frequently learning goals or objectives with students is a key strategy in helping students connect the What and the Why.

Some questions for reflection:

• Are learning goals posted so that all students can see them?
• Are the learning goals clear statements of knowledge or skills as opposed to an activity or assignment? 
• Are the learning goals referred to throughout the lesson and unit?
• Has a scale or rubric that relates to the learning goal(s) been shared with students in advance?
• Is the scale or rubric referred to throughout the lesson? 

When asked can students:

• Explain the learning goal(s) for the lesson?
• Explain how their current activities relate to the learning goal?
• Explain the levels of performance indicated in the scale or rubric?

​Two Resources
Website
Handout

*Research Citations
1.  Wise, K.C. & Okey, J.R. (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20(5), 419-435.
2.  Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment. American Psychologist, 48(12), 1181–1209.
3.  Walberg, H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.), New directions for teaching practice research, 75–104. Berkeley, CA: McCutchen.
 

At our beginning of year inservice, I shared some assumptions I formed as a result of researching teacher growth and improvement over the summer.

• Good Teaching REALLY Matters
• Teaching is an Incredibly Complex Activity (It is an Art and a Science)
• Good Teachers are Already Looking to Improve
• Some Practices are Better and More Effective Than Others

5 domains were introduced as a way of thinking about the art and science of teaching at Marist.  They can also help serve as a shared language of teaching and learning.

Future posts will look more closely at the categories and elements of the Instructional Methods and Practices Domain.