Reflections on Learning: Prompt #1
Envision the same outstanding and effective instructor that you discussed with your team members.
- How did his/her instructional approach demonstrate concepts or strategies related to clarity?
From the strategies described in class, select one strategy that you plan to apply before the next class to improve your clarity. By February 13, be prepared to share which strategy you used and how you applied it to your current personal or professional practice.
12 comments:
Rose, the strategy that I would like to use better would be the development of the scoring rubric with my students. I think if they are a part of this process they would work harder to hit all the bench marks neede to be successful during the course or lesson.
I had two extremely effective instructors as an undergraduate that provide good examples for me to keep in mind when designing instruction. However, I will concentrate on one of them. I majored in English Literature and this instructor taught “Literary Research and Applied Criticism.” This instructor employed all five elements of clarity. He began by giving us a very clear road map for the entire semester on the first day. We knew from the beginning that all of the assignments/assessments were pointing us toward the goal of writing a scholarly research paper. We each began by choosing one novel from a previous course that we would use the entire semester for all of the assessments. We were taught how to do authentic literary research while at the same time learned how to apply three major types of literary criticism to our chosen novel. The course was designed so that it would be possible to combine previous smaller assignments into the final research paper if we chose, or we could apply one type of criticism for the entire paper. Our instructor used all the elements of clarity as follows:
1. Provided a roadmap for the semester the very first class.
2. Communicated outcomes by showing how everything we learned during the semester would be incorporated into the final research paper.
3. Activated prior knowledge by having us choose a novel we already were familiar with
4. Made connections between old and new knowledge by showing us how the different approaches to literary criticism could be applied to our novels and how they all worked together to create meaning.
5. Summarized all that we learned during the entire semester in the last class activity (a mock debate) where we each chose a critical approach to argue regarding the same short novel.
This instructor used the entire course design to achieve clarity on a very sophisticated level. Clarity in conveying the “big picture” was essential to our understanding how all the elements of the course moved us toward the final goal.
I have been fortunate to have several excellent instructors (both for-credit and non-credit) and they share similar approaches and strategies. For clarity, they always started by giving the roadmap and framework through setting clear expectations about the course and my responsibilities. These expectations were always outlined in the syllabus, of course, but the instructors also engaged in discussion with us (the students) concerning our expectations. For adult learners, the time and money invested in a course, seminar, or workshop is a serious obligation, and these instructors have understood that and worked to make sure there was mutual understanding about outcomes and accomplishments. However, these effective instructors were also been flexible in “tweaking” the roadmap based upon the needs of students.
My effective instructors inquired about the experiences and knowledge that I brought to the class. For me, this was always the first step in activating prior knowledge. The snowball exercise that was used in the first class of this course was a great example of a activation strategy because we had to think about what we had learned last semester! Brainstorming was also a strategy that these instructors used frequently, being especially attentive to individual and group brainstorming techniques. Another strategy they have used is case studies where I have had to problem-solve using my existing skills and knowledge.
Journals and short reaction papers have been used by my effective instructors to help me make connections and to finally summarize my new knowledge. Another common strategy has been the use of interdisciplinary material for meaning making. For example, my senior seminar professor in English literature had us use a great deal of post-modern theorists to understand the literature of William Faulkner! Finally, whenever I have had to produce a product (for example, a new course design) with my new knowledge, I have been extremely satisfied because it has given me the opportunity to bring together my prior knowledge with my new knowledge.
Until this day I cherish the memories of my first informal mentor who taught literature to eighth- graders. Since I taught the same subject, I often observed my colleague, a veteran teacher, who modeled excellent strategies in teaching. Since her classes relied on discussions about the chapters from a novel/play, it was very important for her to guide students’ understanding in reference to historical context or themes present in the text. Ms. Reichelt was an expert in Clarity task called ‘Unscrambling Confusions.” Because of teaching a very competitive group of students, she often encouraged them to explain their own current thinking before she offered an “official” explanation. This method was found very popular among students since they often engaged in lively discussions and elaborated on ideas of their classmates. It also helped the teacher to understand the students’ frame of reference and ultimately fostered their critical thinking skills.
Another strategy that Ms. Reichelt valued and used was Graphic Organizers. Children were fascinated when they created a story map with bubbles and arrows connecting the literary elements of the story such as plot, main idea, characters, internal conflict, external conflict, etc. Thus the students clearly saw the relationships of literary elements and their interdependence. The most important part of this approach, however, was the fact that the students themselves co-created the story map under the teacher’s guidance.
I myself found these strategies very effective in my own classroom. Not only did they involve students directly, but eighth-graders actually liked them. What else can a teacher ask for?
I’ll never forget taking a Civil War summer class at College. I was concerned because the semester was condensed which resulted in learning a tremendous amount of information in a short period of time. The professor was approachable and I never felt that any question I had or other students was labeled stupid. He created a “safe” environment for all of us to learn. In terms of instructional approach I also appreciated the visual presentation. As he described the situation he would show the images from that era. Also the eloquent way in which he spoke was mesmerizing and it never felt like a lecture. I could understand the knowledge due to his delivery method. He was aware of everyone’s learning style and did a seamless job of moving from one style to another. Also, the information was chunked in a way that made it easy to take in and the learning never felt overwhelming.
Attributes of an effective instructor that my agreed on included:
1. Content expert; knowledgeable; intellectual firepower
2. Prepared; structured; organized
3. Passionate; enthusiastic
4. Engaging and relevant content; curriculum connects to the real world; applicability
5. Mutual respect; accountability
These attributes encompass many of the strategies we discussed to provide clarity. Certainly, the instructor we thought of would making good connections by providing engaging and relevant content and curriculum connections to the real world. It is almost certain that an activity itinerary and outcomes would be communicated via his/her preparation and organization. This same instructor could certainly activate prior knowledge as part of his/her passion and enthusiasm, as well as engaging and relevant content.
From my experience conducting PD, it is always important to provide the big picture and implement several strategies that help learners understand the content and how it fits within the larger picture.
Seth: As I reflect, I can readily identify outstanding instructors in the classroom, on the tennis court and in the workplace. For this Blog entry, however, I will briefly touch on a selected classroom instructor. I think of the passion and intellectual firepower demonstrated by my undergraduate dissertation advisor who not only was a content expert on the topic at hand (e.g. extensive field work, published author, guest lecturer)but also his ability to help "craft" my thoughts on paper through his critcal use (teaching)of language and research. I was always amazed that this non-native speaker had a mastery (gift)for the English language - both written and verbal - that rivaled anything that I could aspire to command! But it did not end there. He was able to dig deeper - and awaken my inner thoughts and feelings about the subject (African history - neo colonialism) that motivated me to not only shape my studies, but to travel and visit the places I studied! The "clarity" he brought to the classroom far extended the walls of the room; the bi-disciplinary approach to writng the dissertation was a defining moment for me in my undergraduate experience. And, in terms of "clarity" - at the graduate level, after seven courses, I have a growing appreciation for the "Journals" as a reflective tool that does bring "clarity" to the classroom, team and reading assignments and enables me to see myself as an adult "learner."
Clarity: Activity itinerary, communicating outcomes, activating prior knowledge, making connections and summarizing
One of the most effective instructors I have had was my undergraduate French professor and academic advisor. She was incredible. She understood how important it was to see the big picture and to make real world connections. She was extremely organized, professional, and thoughtful regarding our needs as students. She had a strong syllabus that gave us a guideline for the course, but also allowed for flexibility from day to day discussions and assignments. She was very clear about the course objectives and firmly believed that everyone would succeed. She was positive and encouraging which motivated us to participate more freely. Because it was a language and culture course, activating prior knowledge and apply it to the new material was crucial. Learning languages is like using building blocks, you can’t move on until you’ve placed a strong foundation. Probably one of the most enjoyable memories of the class was all of our discussions. We would constantly make connections from our text book to the modern world around us. For example, reevaluating French poetry from the 1600’s and applying the ideas/ideals to society today. Because it was a language class, summary played an even more important role. She would constantly ask us to summarize the material covered, but this, of course, had a dual purpose. We were held accountable for not only the content, but we had to respond in French, allowing her to check for grammatical progress as well.
Being a teacher by profession, I find that summarizing is the most important step towards clarity. I spend time at either the end or beginning of each class briefly going over what was covered that day or the previous. My goal in summarizing is to make sure that everyone is completely clear on all of the material covered and if there are still questions, they have an opportunity to ask. Having the students leave confused by even one element or topic in the class can overwhelm; perhaps resulting in a loss of any other information covered. Summarization plays two roles: the teacher and the student. You may have planned and produced a highly detailed syllabus, made clear what the objectives were, and made connections to other subjects, but until the students can summarize in their own words what they have learned, the information may still not be stored. For example, within a semester long course, it would be necessary for the teacher to give content summaries frequently during class settings in order to stress important learning goals. This can be as simple as asking “what did we discuss yesterday and how did it relate to your readings?” The students can respond in their own words while the teacher fills in the gaps. Toward the end of the semester, it will be important for the students to summarize their learning in order to show a clear understanding of the content. I feel that the main goal in teaching is to graduate students who have achieved a certain amount of competency in specific disciplines. All of the steps in clarity make this process easier, but the summarization portion is the only area in which students and teachers can discover what has been learned.
My most influential instructor was an Organic Chemistry professor in undergrad. Organic chemistry had a reputation of being a difficult subject, but this instructor displayed a wealth of knowledge on the topic and could explain things really well with the use of models and examples. Other professors would generally provide a long boring lecture without any interaction from the students. Her style didn't really seem like a lecture, because she had us actually thinking and answering questions throughout the class. She often did these checks for understanding during the class, and could conclude from our answers, or even our body language, if we understood or if she needed to explain more and use different or more examples.
At that time she would model how we should think and walk us through the problem solving process using diagrams. This was an explanatory device used for clarity. Even though they were not graded, she provided us with many other examples to try on our own, that included the step-by-step procedures leading up to the answers. We found these practice sheets invaluable.
The instructor made it clear to us that she did not want us to simply memorize information, but actually understand it, and be able to apply the concepts. It was actually impossible to pass the course by simply memorizing, because all the tests had different (new) equations/ problems that you had to answer by applying the concepts. The instructor communicated this expectation at the beginning of the course and reminded us throughout. The outcomes and objectives were clear.
Even though this was the most challeging course I have ever taken, the instructor had clear, high expectations from the beginning, never swayed from those expectations, presented the information in a clear, concise and logical manner, and guided us successfully towards meeting those learning goals.
I had two teachers that I thought were effective. I would like to be able to use several of their strategies.
First, Keeping the students focused and engaged in learning by using a variety of activities such as group activities or debates. This strategy causes students to brain storm, work together, and respond to others. I think this is a good strategy for students to be involved in the learning process.
Additionally, I think being able to connect with the students and giving them feed back is good for learning your students, and creating an environment that helps to ensure that the content of instruction is clear.
One of the most effective instructors that I have had allowed us to conduct a play. The class was leadership and the classics. We were able to make real time connections to today's leadership ethics and Oedipus and Antigone. We had assigned readings as well as class and group discussion. We also had discussions to talk about what we already know about the classics. We also took a trip to the Walter's Art Gallery so that we could have a visual of the times. After we put on the play we make connections and had greater clarity for why these plays are still put on today. I studied the classics in high school, but it was just an information dump. This instructor throughout the whole course ensured that we had clarity for the classics. She definitely anticipated us being confused and cleared up our misconceptions about the classics.
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