Needs Verbal Definition and THEN Examples/Nonexamples

Lesson Procedure for Teaching Concepts: Higher-order [Needs verbal definition and THEN examples/nonexamples] Systematic, Explicit, Focused, Direct Instruction Granite Here’s another example of teaching higher-order concepts. Notice that the instruction is highly scaffolded---the teacher does a LOT to make sure that students are firm on the pre-skills (things they have to know to learn the new stuff), that many examples are used, and that students are getting (figuring out, inducing) the concept. Do you have to teach everything this way—so thoroughly? Well, how do you think they do it in medical school? Do you think the professor makes sure that med students know exactly what different kinds of cancer cells look like? Why? Rule: If it’s important that students learn it, then teach it this way. Objective for acquisition. (1) The teacher presents examples and nonexamples of granite. Students correctly identify 9 out of 10, each within 10 seconds. (2) Students correctly answer the follow-up question (“How do you know?”) 9 out of 10 times, each within 10 seconds. 1. Firm pre-skills Teacher. “We’ve been studying igneous rocks. Here’s our definition. Igneous rocks form from the crystallization of minerals in magma.” “Everyone, say that definition of igneous rocks.” [Check] Class. “Igneous rocks form from the crystallization of minerals in magma.”.] Teacher. “Yes, igneous rocks form from the crystallization of minerals in magma.” [Verification] 2. Frame Instruction Teacher. “Today we’ll examine an igneous rock called granite. Everybody, if granite is an igneous rock, what else do you know about it? Think….” Class. “It forms from the crystallization of minerals in magma.” [Teacher asked students to make a deduction about granite from the definition of igneous rocks. This helps firm their knowledge of the definition, and prepares students to USE of the definition to examine rock samples. “Hmmmm. Is this igneous? No. Then it can’t be granite.”] Teacher. “Excellent deduction!!”

3. Focused Instruction: Model—lead—test/check---verification First the teacher teaches the verbal definition of granite. Teacher. “Here’s the definition of granite. Get ready to write the definition on your note cards.” [Check to see if they are ready.] “Granite is an igneous rock consisting primarily of the minerals quartz, feldspar, and mica. Again, granite is an igneous rock consisting

primarily of the minerals quartz, feldspar, and mica.” [Model] “Say it with me.” [Lead] Teacher/ “Granite is an igneous rock consisting of the Class. minerals quartz, feldspar, and mica. [The teacher probably could have left out the lead.] Teacher. “All by yourselves.” [Immediate acquisition test/check] Class. “Granite is an igneous rock consisting of the minerals quartz, feldspar, and mica.” Teacher. “Excellent saying that definition with so much enthusiasm.” Now the teacher firms up background knowledge of minerals that are the DEFINING features of granite, before she presents examples that contain the minerals and nonexamples that do not. Teacher. “We have already studied the minerals quartz, mica, and feldspar. Let’s review them before we go on….” [Now the teacher shows examples of each mineral and asks students to identify them. Structure (flakes, crystalline, flat planes) is what defines each mineral. When students are firm on this—that is, when they correctly define and identify examples and nonexamples of each mineral---the teacher moves to the next step.] Teaching the new concept, building on background knowledge First the teacher shows examples of granite that differ in NONessential ways (e.g., color and shape) but are the same in the defining features. Logic: Comparison to identify sameness. Teacher. “Now, I’ll show you how to use the definition of granite, and your knowledge of what mica, quartz, and feldspar look like, to identify rock samples.” [The teacher holds up or shows slides of granite, and names each one as granite. The examples differ in size, shape, and color of minerals; e.g., pink and grey quartz. But they share the essential and defining features—the structure of quartz, mica, and feldspar.]

Teacher: “This is granite…Notice the mica (black flakes), feldspar (white with flat planes), and quartz (pink and crystalline).”

Quartz [Crystalline] Mica [Black] Feldspar [Flat planes]

Teacher. “And this is granite… Quartz is orange and crystalline, feldspar is whitish with flat planes, and mica is black flakes. There are different colors than in the first example, but they all have the structure of mica, feldspar, and quartz.”

Mica Feldspar Quartz

Teacher. “And this is granite… Quartz is green and crystalline, feldspar is yellow with flat planes, and mica is black flakes. There are different colors than in the last example, but they all have the structure of mica, feldspar, and quartz.”

Mica Feldspar Quartz

Teacher. “And this is granite… Quartz is pink and crystalline, feldspar is grey with flat planes, and mica is black flakes. There are different colors than in the last example, but they all have the structure of mica, feldspar, and quartz.” Quartz Mica Feldspar

Notice that the WORDING is the same each time!

Next the teacher juxtaposes (puts next to each other) examples of granite and not granite, and labels them. Examples and nonexamples are similar in NONessential features (e.g., color and shape) but are different in that examples have the defining features and nonexamples do not. Logic: Contrast to identify the differences that make the difference.

Teacher. “This is granite. Notice the mica, feldspar, and quartz….”

Granite

Teacher. “This is not granite. Notice that it has no quartz. So it can’t be granite.” Not granite

Teacher. “This is granite… Again, see the mica, quartz, and feldspar.”

Teacher. “But this is NOT granite. It is chunky, like the last example of granite, but there is no quartz or feldspar. So it can’t be granite.”

4. Closing Reread the objective above. The teacher has completed the focused instruction portion. Now the teacher gives an acquisition test/check to see if instruction was effective; that is, to see if students achieved the objective. So---just as the objectives states---the teacher presents examples of granite and nongranite; asks students to identify them; and asks students to justify their answer, using the definition of granite. Teacher. “Everyone. Is this granite?”

Class. “ Yes.” Teacher. “How do you know?” Class. “There is mica, feldspar, and quartz.” Teacher. “Yes, it is granite. Good use of the definition to explain your answer.” Teacher. “And is this granite?”

Class. “No.” Teacher. “How do you know?” Class. “There is no quartz.” Teacher. “Correct! No quartz. So, it cannot be granite. .” The teacher repeats the test with several more examples and nonexamples. The teacher corrects any errors. For example, if a student says “Granite,” but the sample is NOT granite, the teacher uses the model, lead, test (or just model and test) correction procedure. Teacher. “This is NOT granite. Granite consists of three minerals: mica, quartz, and feldspar. [Model] Does this sample have mica, quartz, and feldspar?” Student. “It has mica and feldspar, but no quartz.” Teacher. “So can it be granite?” Student. “No.” Teacher. “How do you know?” Student. “It has to have quartz, too.” Teacher. “Correct. It does not have quartz. So it can’t be granite.”