EPR100/200: Lesson Planning: developing teaching strategies Two Models: Bloom’s and Dimensions of Learning

Reflecting on Being a Teacher and Using Teaching Strategies

Who ARE you as a teacher? (teaching philosophy etc)What do you DO as a teacher? (choosing learning goals and activities)What is your MISSION as a teacher? (does what you do fulfil this)

How do they fit together?

Bubble map/Venn diagram (analytical) . . . or Narrative writing/drawing (imaginative): what has my journey been, so far?

Using Teaching Strategies to achieve higher order thinking

What is the difference between lower order thinking (lots) and higher order thinking (hots)?

What does each one look like in your classroom?

What is hard about getting students to engage in higher order thinking?

What activities can I plan for that encourages higher order thinking? (decision making etc.)

How can I structure or scaffold those activities??

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Bloom’s Cognitive Taxonomy: ‘doing what (cognitively) to what (knowledge)’

Cognitive dimensionFoundational thinking

Teacher ownershipHigher order thinking

Student ownership1.

Remember 2. Understand 3. Apply

4. Analyse 5. Evaluate

6. Design/Creat

e What icon could we draw to

represent each?

Which metaphor fits which cognitive

level?

Acting like a sorting tray, examining and breaking up an issue into its component

parts

Acting like a dictionary,

understanding words, concepts, cause-effect and

‘reasons for’

Acting like a judge,

based on the

evidence

Acting like an encyclopaedia

where one finds information, facts, data

Acting like Thomas Edison the inventor of the light bulb, always improving, designing,

planning

Acting link a ‘how to’ manual,

applying previously learnt data in similar or new situations

Know

ledge dimension

Factual knowledge

Single pieces of information e.g.

frogs are amphibians

Conceptual knowledge

Groups of facts e.g. about

amphibians

Procedural knowledge

Skills (single) and processes

(groups of skills)

Meta knowledge

Ways of learning/learning

strategies for particular types of knowledge e.g. classifying

Blooms Taxonomy MatricesThere are lots of these on the net, often combined with Gardner’s multiple intelligences or VisualAuralKinetic learning preferences.

How might you use the tables below when . . .

a) preparing lesson or classroom materials?b) preparing assessment task sheets?c) planning a unit of work?d) planning a lesson?e) during a lesson?f) planning talk activities to encourage higher order thinking?http://www.teachers.ash.org.au/researchskills/dalton.htm

Remember

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Useful Verbs Sample Question Stems Potential activities and productstelllist

describerelatelocatewritefindstatename

What happened after...?How many...?Who was it that...?Can you name the...?Describe what happened at...?Who spoke to...?Can you tell why...?Find the meaning of...?Which is true or false...?

Make a list of the main events..Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember. List all the .... in the story.Make a chart showing...Make an acrostic.Recite a poem.

Understandexplain

interpretoutlinediscuss

distinguishpredict

translatecomparedescribe

Can you write in your own words...?Can you write a brief outline...?What do you think could have happened next...?What was the main idea...?Who was the key character...?Can you distinguish between...?What differences exist between...?Can you provide an example of what you mean...?Can you provide a definition for...?

Cut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like.Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.

Applysolveshowuse

illustrateconstructcompleteexamineclassify

Do you know another instance where...?Could this have happened in...?Can you group by characteristics such as...?What factors would you change if...?Can you apply the method used to some experience of your own...?What questions would you ask of...?From the information given, can you develop a set of instructions about...?

Construct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game suing the ideas from the study area.Design a market strategy for your product using a known strategy as a model.Paint a mural using the same materials.Write a textbook about... for others.

Analyseanalyse

distinguishexaminecomparecontrast

investigatecategorise

identifyexplain

separateadvertise

Which events could have happened...?I ... happened, what might the ending have been?How was this similar to...?What was the underlying theme of...?What do you see as other possible outcomes?Why did ... changes occur?Can you compare your ... with that presented in...?Can you explain what must have happened when...?How is ... similar to ...?What are some of the problems of...?Can you distinguish between...?

Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a jigsaw puzzle.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.

Createcreateinvent

composepredict

planconstruct

designimagineproposedevise

Can you design a ... to ...?Why not compose a song about...?Can you see a possible solution to...?If you had access to all resources how would you deal with...?Why don't you devise your own way to deal with...?What would happen if...?How many ways can you...?Can you create new and unusual uses for...?Can you write a new recipe for a tasty dish?

Invent a machine to do a specific task.Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomime about...?Design a record, book, or magazine cover for...?Make up a new language code and write material suing it.Sell an idea.Devise a way to...

Evaluatejudgeselect

choosedecidejustifyverifyargue

recommend

Is there a better solution to...Judge the value of...Can you defend your position about...?Do you think ... is a good or a bad thing?How would you have handled...?What changes to ... would you recommend?Do you believe?How would you feel if...?

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report.Prepare a case to present your view about...

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Frangenheim’s model of teaching thinking strategies: an approach to lesson planning: Don’t be overwhelmed by the curriculum, so start by asking why? (are we learning this) rather than what? or

how? Examine the table below and decide which column(s) help to choose the ‘why’, the ‘how’ and the ‘what’

How to use it to organize/select

strategies?Teaching strategies can be located in one or more of the cognitive/knowledge levels. (e.g. KWHL, 321:RIQ, PMI, MAS, comparing, classifying, jigsaw/envoy, round robin/rotating papers)

How to use it to focus student thinking within a strategy: explicit thinking

intentions and explicit thinking instructions . . .

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‘Think-pair-share’ . . . what’s hard for students when doing the first (thinking) part of this?

Cognitive Level Draw lines to link correctly Thinking Tool/StrategyRemember Explain-pair-share

Understand Rate/decide-pair share

Apply List-pair-share

Analyse Improve/design-pair share

Evaluate Solve-pair-share

Design/create Categorise-pair-share

So we need to decide what kind of thinking we’re asking students to do, and choose strategies and instructions that help them do that kind of thinking . . .

Applying ‘categorizing thinking’ . . .

Some questions for you as a PST to look at and consider how you might answer . . . .???????1. To what extent have you been successful in your teaching?2. What are the main subjects you will be teaching?3. Discuss your life as a student-teacher.4. Why do you want to go into teaching?5. How could you improve your lesson delivery?6. Show how being a teacher will make your more employable.

Activity 1:Rank these questions from simplest to most complex from a cognitive point of view.

Activity 2: Pick a thinking tool to help develop depth to the task:

SWOT analysis chart (strengths, weaknesses, opportunities, threats) Fishbone diagram Cause-effect map (one or more causes, effects, sub-effects, depending on the question focus) Extent barometer (divide question into various sub-areas) MAS chart (modify or replace elements, add new feature, change size of one or more elements) Word Association (random word, word association with it until link develops to answer problem/question)

So the ANATOMY of a TASK or QUESTION . . . what you need to be able to determine . . .1. Cognitive outcome (purpose e.g. analyse, evaluate)2. Knowledge context (topic i.e. the stuff you’re teaching about)3. Thinking tool(s) (evidence i.e. the material you’ll base your assessment on e.g. a SWOT analysis)

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What does Dimensions of Learning offer to support Bloom’s? THE HOW (just like Frangenheim’s thinking tools)

This is Marzano: ‘It is not sufficient to simply ask students questions or give them assignments that require these (higher order) types of reasoning processes; educators need to directly teach the processes.’

1. COMPARINGWhat is it? describing how things are the same and differentWhat does it do? it influences our perceptions of the world: we might discover new things we didn’t see before comparing, we gain insights, see distinctions, changes perceptions

The Steps1. Help Students Understand the Process

Explain examples of when people use comparing e.g. a time you compared a movie to a book and how it helped to make sense of both

Brainstorm egs of comparison used in everyday life View a news programme and analyse number of times comparison of events celebrations, people used.

2. Give students a model for the process and create opportunities for them to practice using the processa) give them a model for the process: even if they understand it, the steps help them do it rigorously:

1. Select the items you want to compare (what do I want to compare)?2. Select the characteristics of the items on which you want to base your comparison (what is it about them that I want to compare?)3. Explain how the items are similar and different with respect to the characteristics you selected (how are they the same/different?

b) create opportunities to practice

3. As they study and use the process, help them focus on critical steps and difficult aspects of the processKey pointsa) Take care not to overuse this process: students need to consider: why am I doing this comparison? Are the items I’m comparing important to this content knowledge? Is comparing the best way to extend and refine this knowledge?b) Identify the meaningful/interesting characteristics and note the difference between interesting (but not adding much to learning) and meaningful. Can do this by:

Brainstorm for ideas for characteristics as a class, esp the first few times Use expanded comparison: use a comparison matrix: given several characteristics then asked to expand the matrix by adding additional

ones of their own, and give feedback on their additions.c) Ensure students know they’re doing the comparison to extend and refine knowledge: to reinforce this, ask questions about what they’ve learned ‘ what new connections did you make . . . what insights did you gain . . . what did you discover as a result . . . ‘

4. Provide students with graphic organisers to help them understand the processa) Venn diagrams: a separate one for each characteristic of comparison (e.g. Items = US and Australia, characteristics = food, holidays) Food Holidays

US Australia US Australia

b) Comparison matrix:

Items to be compared SummaryCharacteristics 1. US 2. Australia 3. China Sims

Difs

1. Religion Sims

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Difs

2. Government Sims

Difs

3. Legal System Sims

Difs

5. Use teacher-structured and student-structured tasksa) Give a highly structured task when students are beginning to use comparison processe.g. present them with the items to be compared, and the characteristics on which to compare them. Students describe the sims and diffs of the items using the selected characteristics. Then present main learnings e.g. on the different types of communities, after comparison of list of cities and characteristics re: size, jobs, crime rates etcb) Then, get students to structure their own tasks, generating their own items to be compared, or characteristics to base their comparison on.

Classroom Example Geography students used maps readily in the classroom, but were reluctant to use ones unfamiliar to them. She led a class discussion on the different types of maps and their purposes. To extend and refine student understanding, she created a task where students identified features of map projections that make them useful, and choose three different types of map projections to compare the selected features. Students had to explain how the sims and diffs with respect to the characteristics they had selected.

How can I use DoL to improve student learning in my classroom?

Don’t try to do it allSelect Dimensions

https://prezi.com/ayoytnkogy7g/dimensions-of-learning/

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Am I looking for strategies mainly to do with. . .

the learner? Dim 1&5

what they're bringing to the learning? Dim 1

how they're doing the learning? Dim 5

the learning journey? Dim2-4

'getting' knowledge? Dim 2

developing knowledge? Dim 3

using knowledge in a different context? Dim 4

Focus on issue/goal for class Select Dimension issue most relates to Select 1 or 2 strategies to trial Create activity/teaching resource

that supports this strategy

Determine Learning goals for teaching sequence

Select Dimension that best fits with learner needs/learning goals (LMQ1&2)

Plan unit of work with variety of strategies used from that Dimension

Identify important issue and related task that requires students to use knowledge

meaningfully (Dim 4)

Identify declarative and procedural knowledge and strategies (Dim 2) needed to complrte task

Identify refining and extending Dim 3 activities needed to enhance students understanding of

the decl and proc knowledge

Issue Approach

Dimension Focus

e.g. Maths Place ValueDimension 2: select strategies for both declarative and procedural knowledge: e.g. 3-min pause, construct meaning for vocab (place, value, units, tens, hundreds), create concept map, teacher think-aloud to mentally compute 2 digit numbers

Blended Plan (see Marzano 2006: 306-8)

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E.g 1: Middle Years English:increase students’ ability to ‘read between the lines’ and explain authorial choicesDim 3, Complex Reasoning Process 2: Classifying: students given cards with literary technique on front, explanation/e.g. on back. Classify into 3-5 groups (and subgroups) and give headings for groups

E.g. 2: Yr 5:many students seem to ‘give up’ very easily when asked to complete a task independentlyDim 1: ‘Believe they have the ability and resources to complete tasks’ strategy 8: help students recognise they have the abilities to complete a particular task: use a miniquiz so students demonstrate knowledge in simpler context

e.g. History: issue: colonisation/immigration: Why did colonisers come to Australia? Task: Historical Investigation (Dim 4)

Dim 2 Declarative Knowledge: Britain prior to colonisation (concepts: poverty, justice, empire); timeline of First Fleet and after; causation: KWL,

Dim 2 Procedural Knowledge: Evaluating and using sources of evidence; provide graphic representation of source analysis process

Dim 3/5 Activities: Classify (groups of people, reasons for coming); Inductive Reasoning; Abstraction (why do people leave home?) etc. Maintain open mind; Generate new ways of viewing a situation

Dim 4 Activity Task: Investigation: follow structured tasks: Identify event, identify sources, specify issues, students generate resolution

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