Week 7: Examples and Non-Examples

Week 7: Using Examples and Non-Examples

By the end of this Module:

Candidates will be able to: Create examples and non-examples using to-be-remembered information. Plan to use examples and non-examples across an I Do, We Do, You Do lesson format.

What the purpose of using examples and non-examples?

Using examples and non-examples is a powerful instructional strategy because it helps clarify concepts by highlighting what something is and what it is not. This approach aids in developing a deeper understanding by contrasting correct and incorrect applications or characteristics, thus helping students refine their understanding and avoid common misconceptions.

• Clarification of Concepts: They help students understand the boundaries and nuances of a concept by contrasting correct and incorrect or varied applications.
• Enhanced Understanding: Students can differentiate between essential and non-essential features of a concept.
• Error Prevention: By recognizing non-examples, students can better avoid misconceptions and errors in their learning.

When should you use examples and non-examples?

In the I Do, We Do, You Do instructional framework, examples and non-examples are used strategically.

We Do

Teachers and students work together on examples and non-examples. This collaborative approach helps students practice identifying the key elements of both and reinforce understanding through discussion and shared insights.

I Do

Introduce a new concept and provide examples to model correct understanding. Non-examples can also be shown to illustrate misconceptions or errors to avoid.

You Do

Students independently apply their understanding of the concept using both examples and non-examples to demonstrate mastery and self-assess their comprehension.

How do I produce examples and non-examples?

★ Start with the lesson's to-be-remembered information. ★

1. Develop examples that clearly illustrate the concept or skill in a straightforward way using simple language and relatable contexts that resonate with students’ experiences.
1. Consider using diagrams, models, manipulatives, or demonstrations.
2. Develop non-examples by illustrating how a student comes to a wrong answer when a student depends on common errors or misconceptions.
1. Use questioning to guide students in identifying these errors or misconceptions themselves.

Let's consider an example

Returning to the lesson on photosynthesis, the teacher created this example and non-example.

EXAMPLE

NON-EXAMPLE

Explanation: "Photosynthesis is the process by which plants make their own food using sunlight, water, and carbon dioxide. In the leaves, sunlight is absorbed. This energy is used to convert water from the soil and carbon dioxide from the air into glucose. Oxygen is released as a byproduct."

Explanation: "Photosynthesis is the process where plants take in sunlight and turn it directly into oxygen. The water and carbon dioxide are only used to keep the plant cool and are not part of making food."

I Do

We Do

You Do

Explain the Example: Introduce the correct process with the explanation. Show the Non-Example: Present the incorrect explanation, explaining that it's wrong because sunlight is not directly turned into oxygen, water and carbon dioxide are used in the process, and it's missing the part about glucose production.

Discuss the Non-Example: Work with students to identify the key features of the example and the errors in the non-example, discussing how to correct the misconceptions.

Produce an Example: Have students create their own labeled diagrams of photosynthesis, ensuring they accurately depict the process. They can also write a brief explanation of photosynthesis, emphasizing the correct roles of each component.

Here are some more examples and non-examples.

MATH Example: Solving an equation using the distributive property: "3(x + 4) = 3x + 12." Non-Example: Nothing was distributed: "3(x + 4) = 3x + 4."

ELA Example: Identifying a theme in literature: "The theme of '1984' by George Orwell is the dangers of totalitarianism." Non-Example: Confusing plot with theme: "The theme of '1984' is that Winston gets caught."

SCIENCE Example: Identifying animals as mammals: "A dog is a mammal because it has fur and nurses its young." Non-Example: Misclassifying animals: "A crocodile is a mammal because it lives on land."

How did you do?

By the end of this Module:

Candidates will be able to: Create examples and non-examples using to-be-remembered information. Plan to use examples and non-examples across an I Do, We Do, You Do lesson format.