How to Teach From a Textbook

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How to Teach From a Textbook

• Ruth Mason
• EDN 301 Instructional Design
• Dr. Kozloff

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Use The General Procedure for Teaching

• Have outcome objectives that state what students
  will DO for every unit of knowledge you teach.
• Repeat facts. Accurately? Fast (fluently)?
• State lists of events, things, persons, dates
  immediately after instruction (acquisition), fast
  (fluently), weeks later (retention).
• State definitions of concepts (vocabulary words)
• Identify examples and nonexamples of concepts.
• Invent new examples of concepts. (Generalization)
• State rules. The more X happens, the less Y
  happens.
• Apply rules to new examples. X is increasing.
  Will Y change? How?
• Use routines sound out words, solve math
  problems accurately and (later) quickly
  (fluency), and later (retention).
• Write or state reasons (give explanations).

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General Procedure for Teaching (Continued)

• Gain attention of students. My turn. Listen
  up. Eyes on me. Everyone! Readiness
  positions.
• Review and firm-up pre-skills needed to learn new
  material vocabulary words before analyzing a
  document letter-sound correspondence before
  teaching the sounding out routine.
• Frame
• Say what students will learn.
• Now Ill show you how to multiply parentheses.
  
• State big ideas. We use First (point). Outside
  (point), Inside (point), Last (point). FAST!

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General Procedure for Teaching (Continued)

• Model Present a small (learnable) amount of
  information. (Repeat?)
• Watch me.
• The definition of metaphor is
• Make sure to talk yourself through the
  demonstration so that students hear the concepts
  and rules YOU are using, so that THEY learn to
  use these. This is EXPLICIT instruction.
• FIRST I multiply the first numbers in each
  parenthesis. The first numbers are 5 and 4. So
  I multiply 5 and 4. Thats 20. So I write 20.
• (5 3)(4 4)
• Lead Have students repeat/perform the new
  information with you. (Depends on whether
  students need this.)
• 7. Immediate AcquisitionTest/Check to see if
  students got the information. Correct errors
  immediately. Model-test-backup-retest.

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General Procedure for Teaching (Continued

• Verification Affirm that students are correct.
  State WHAT they did that was correct. I love
  the way you solved it so fast!
• 9. Use Delayed Acquisition Tests to assess
  learning of all new information such as facts,
  definitions, solutions to problems, words to
  sound out. Reteach parts (weak spots) as needed
  and make sure to review and firm these up before
  next lesson.

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Resources for Evaluating and Improving Curriculum
(knowledge units to teach and the order for
teaching) and Curriculum Materials

• The state Standard Course of Study.
• Research on the content and objectives in the
  standard course of study.
• Utilize expert opinions on what students need to
  know.
• Use your own knowledge.
• Use outside resources (e.g., from the Internet)
  to obtain information that supplements curriculum
  materials e.g., what textbooks lack.

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Step 1 Start with Textbook
p.30
p.31
Irrelevant Info Sometimes you need to determine
what doesnt need to be taught. Often there is
too much information
Examining rocks
Volcanoes
Oceans
Formation of Rocks
Strata
Sometimes there is too much information and often
there is information missing from the text. The
sequence in the book might not be the most
logical sequence for instruction. It is the
teachers job to determine what order would be
best (pre-skills first tells a story), and to
fill in the missing information using other
resources.
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Step 2 Sort information into logical sequence to
teach
p.30
p.31
Examining rocks
Volcanoes
2
7
Oceans
Irrelevant Info
4
Formation of Rocks
Strata
1. Big Idea
5
Outside resources either include what text is
missing or didnt elaborate on. This is your
chance to add videos, graphics or links to better
explain the material or include what was missed.
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3
Plate tectonics
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Step 3 List logical sequence of tasks or chunks

• Big Idea Formation of rocks through fire
  (igneous), sedimentation (sedimentary), pressure
  and chemical change (metamorphic).
• Volcanoes
• Volcanoes expanded (outside resource)
• Oceans sedimentary
• Strata
• Plate tectonics (not mentioned in book)
• Examining rocks A routine consisting of steps,
  using hammers, magnifying glass.

Use these chunks to make a set of Guided Notes
for the Unit Remember, Guided Notes have
concepts, rules and routines.
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Step 4 Making Guided Notes
Formation of Rocks Volcanoes Volcanoes extras Oceans Strata Plate Tectonics Examining Rocks
Ex Fire igneous (now define) Sediment Sedimentary (now define) Pressure Metamorphic (now define) Leave space for other notes Ex Identify different parts of a volcano Power of explosions What volcanoes are composed of.. Leave space for other notes Ex Focus on the extra material teacher presented to explain concept better. More space to list facts that were not in the text Leave space for other notes What When Where Why How Characteristics Definitions Vocabulary Extra Facts What When Where Why How Characteristics Definitions Vocabulary Extra Facts What When Where Why How Characteristics Definitions Vocabulary Extra Facts What When Where Why How Characteristics Definitions Vocabulary Extra Facts
One should use the procedure for teaching higher
level concepts. In the table of notes above,
there are examples of what type of information
students should be recording and studying so that
they can understand the material being covered.
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Step 5 How to Teach so that Students Achieve
Mastery

• Presenting the information
• Have students read the guided notes for the
  lesson.
• Point out the important vocabulary words,
  routines, etc. to be learned.
• Also big ideas that guide the whole
  unit.
• State the objectives. By the end of the
  lesson, you will
• Either (1) you read portions of text
  relevant to each section of the
• notes, or (2) one student (or the whole
  class) does. (When students are
• good readers, they can read the material
  on their own.)
• Immediately ask follow-up (acquisition test)
  questions. So, what are
• the three main kinds of rocks.?
  Metamorphic rocks are formed by
• two processes. What are these
  processes?
• Make sure to use examples and nonexamples to
  teach concepts,
• rules, and routines.
• Prevent stipulation errors by using examples
  whose features cover the range.

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Step 5 How to Teach so that Students Achieve
Mastery (Continued)

• Test immediately everything you teach. Immediate
  Acquisition tests
• Test all new material after it has been
  presented. Delayed Acquisition tests
• Frequent tests make sure that students are
  engaged and are acquiring new information.
• Practice, Practice, Practice! Frequent cumulative
  review is essential because if errors are made,
  then you go back and review!
• Have students achieved Mastery? Have students met
  objectives for acquisition (correct), fluency
  (correct and speed), generalization (correct and
  speed with new examples, retention (correct and
  speed with earlier and newer examples).
• If Mastery is not achieved then obviously
  reteaching, practice, and more testing should be
  take place.