Explaining New Learning

Explaining New Learning

DCC Self-Directied CLPL: The Teaching Cycle

START

“Explaining new learning” are the teacher’s activities and practices to help the learner construct new knowledge. It is a combination of prior learning, new information and engendering a readiness to learn. Teaching methods should involve a range of approaches; modelling, ‘chunking’ the learning, questioning that promotes higher-order thinking, and student-led inquiry.

Learning Aims

1. To become familiar with good practices in explaining new learning.2. To research and consider how new learning is introduced in small steps 3. To explore questioning techniques as a tool for learning. 4. To share good practice on modelling in the classroom

INFO

Explaining New Learning

This is a self-directed CLPL for the primary organiser 'Explaining New Learning' within the teaching cycle. Use the menu below for navigation. Each slide has an index button to bring you back to this menu or use the arrows to progress.

2. Introduce Learning in small steps

3. Asking Questions

1. Training Aims

5. Quiz

4. Provide Models

Module 1: Introducing Learning in Small Steps

Learning intentions, success criteria and 'chunking' the learning.

Module 1: Explaining New Learning in Small Steps

Click on the icons below to explore ways to explain new learning in small steps.

What are Learning Intentions and success Criteria?

Product and Process Based Success Criteria

Clarifying the Learning Intention

'Chunking' the learning

Module 1: Explaining New Learning in Small Steps

Chunking the Learning

The Science:

Our short term memory can only store four to six pieces of information at a time. So when a new memory enters the arena, an old one has to exit, and it's not necessarily the most important information that gets to stay. While our short term memory is limited and a bit messy, our long term memory is vast and logically ordered. Chunking learning helps us with the goal of moving learning from the short term to the long term memory. It does this by breaking down the 'big picture' into pieces that can be learned in short episodes, until the entire concept sticks.

Practical Tips

Quiz

Explaining New Learning in Small Steps

start

Question 1/5

Learning intentions help the learner to understand the purpose of the learning.

True

False

Question 2/5

Which of the following is a well clarified learning intention?

We will write a letter to the council advocating for more recyclingj facilities in school.

We will how learn to write a letter of complaint to someone in authority.

We are learning to use the correct features of a formal letter.

Question 3/5

Process-based learning ...

Focuses on achieving the end product of the learning.

Summarises key steps the learners need to complete.

Is a key differentiation tool.

Question 4/5

How many pieces of information can our short-term memory store at one time?

Six to eight pieces of information.

Eight to ten pieces of information.

Four to six pieces of information.

Question 5/5

Providing a 'big picture' for smaller learning episodes helps the learner to store it in their long term memory.

False

True

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Well done for successfully completing the quiz on "Explaining New Learning in Small Steps"

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Module 2: Asking Questions

Exploring open, closed and hinge questions.

Module 2: Asking Questions

Preview Questions:

By the end of this unit you will be able to answer these questions: 1. How would you design a hinge question for your current unit/scheme of learning? 2.What are the benefits of closed and an open questions?

Module 2: Asking Questions

Twenty questions an hour

One hundred questions a day

How many questions do you think you ask in the classroom on an average day?

Twenty questions a minute

Module 2: Asking Questions

Open questions are those that require a deeper level of thinking and often prompt a lengthier response. They ask students to reflect, provide opinions or express feelings. .

Open Questions

Closed questions are those that prompt a simple response. They are quick to respond to and generally focus on recalling facts or declarative learning.

Closed Questions

"There are only two good reasons to ask a question in class: either to provide information to the teacher about what to do next or to cause students to think"

Dialogic Classroom

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Title here

Professor Dylan Williams

Watch

Effective Strategies

Effective Strategies

Module 2: Asking Questions

Open Questions: Effective Strategies

'Fat' Questions

Staging Questions

Big Questions

Preview Questions

Learners must answer the question using no less than (for example) 15 words or using a particular word or phrase.

Pre-plan your questions to increase the level of challenge through-out a lesson or learning episode, moving from low to higher-order questioning. (more on this in "Scaffolding the Dialogue")

Preview questions in advance - share the questions before being asked (perhaps at the start of the lesson, or hand out talking chips before a demonstration or teacher exposition)

These are often posed at the beginning of the lesson and can't be tackled until the end. They focus on developing more profound thinking e.g. "Why do we find political satire engaging?". In best practice, the answering process should be collaborative, perhaps using a consensus circle.

Module 2: Asking Questions

Closed Questions: Effective Strategies

Brain Buddies

Signal Questions

'Show Me' Boards

Key Questions

The teacher poses the question, then gives the learners a set amount of time to turn and discuss their answer with their neighbour before the teacher seeks an answer from a range of learners.

The teacher provides signals that would best fit the question being asked. The learner can then be guided in their answer by signalling (e.g. key terms on a wall display)

When asking for declarative knowledge, all the students must write their answer and show the teacher their answer. Enabling the teacher to quickly see who has a gap in their understanding and who may need further help to understand.

Give students the answer and instead ask them to come up with what the question could be (or as many questions as they can think of) e.g. "The answer is 'molecules'. How many questions can you think of that this could answer?

Module 2: Asking Questions

The Hinge Question

A very effective closed question

A hinge is a point in the lesson when a teacher needs to check whether or not students have grasped a key concept in a scheme of work where their level of mastery of what has just been taught is key to them being able to understand the next concept. A hinge question allows the teacher to quickly assess students' level of mastery before moving on: a diagnostic tool.

Read more

Link: Hinge question planning tool

Module 2: Answering our Preview Questions

1. How would you design a hinge question for your current unit/scheme of learning? 2.What are the benefits of closed and an open questions?

Hinge Question Planning Template

Professional Reflection Activity

Module 3: Modelling

Three Effective Strategies for Modelling Learning in our Classrooms

Module 3: Modelling

Live Modelling

Student-Centred Modelling

Modelling as Scaffolding

In this approach, learners or learners who have mastered a skill/concept will model the learning. It encourages a more learner-led environment and empowers students to learn from and support each other. The teacher should ensure the content to be modelled of appropriate quality.

Live modelling is a powerful classroom tool that allows teachers to model task, performance and metacognition. It involves the teacher modelling a task or skill live with their class. Live modelling is often used before pupils apply their own learning in STEM or practical subjects such as art and physical education. It allows the teacher to model the task, model their thought processes, and ask questions of their learners.

Teachers will demonstrate a technique and use questioning to check for understanding and recall. They will then guide learners by applying the learning in a suitably unfamiliar context, at which stage learners will review and analyse their success in applying the learning. When using modelling as a scaffold, it is key to note the teacher may model multiple times, and learners may go through applying the learning more than once.

Module 3: Modelling

Modelling Success and Failure

Modelling what not to do is a good way to engage students in thinking about common errors or misconceptions before they attempt to apply their new learning. It encourages pupils to become active evaluaters of their own learning and helps them know what to look out for in their own work.

End of Unit Quiz

Explaining New Learning

start

Question 1/5

Which of the following is a learning intention?

I can identify numerators and denominators

I will learn how to mulitipy fractions

I can simplify fractions

Question 2/5

What is the purpose of a closed question?

To enourage the expression of opinions

To recall facts or declarative knowledge

To encourage reflective thought

Question 3/5

When should you use a hinge question?

At a point in the learning where mastery of a concept needs to be checked before moving on.

Before a summative assessment, to ensure learners are ready to attempt it.

Only as a plenary, to check for understanding.

Question 4/5

Which of these strategies is an example of an open question?

Key Questions

Signal Questions

Preview Questions

Question 5/5

Which type of modelling is most effective at enabling students to learn from each other?

Modelling as Scaffolding

Live Modelling

Student-led Modelling

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Congratulations!

You have successfully completed DDC Self Directed CLPL on "Explaining New Learning" as an aspect of The Teaching Cycle.