“Effective Instruction: Beyond Tools and Technology”
Much of the research around determining the best instructional strategies to use in the classroom center around learning processes and metacognition. It isn’t the tools or technology that students use in learning that have the most profound impact. What really makes a difference is how well students understand what they are learning that day, how they can put that learning into their own words and how they can make connections to previous and next learning events.
Here’s what matters most:
- What am I learning? Before the lesson begins, students should be aware of not only what they are learning but, more importantly, how it connects to their existing knowledge. While it’s common to display objectives or standards on the board, these are typically written for educators and can be confusing for students. It’s crucial for students to understand the material in their own words, and teachers play a pivotal role in achieving this clarity.The concept of Teacher Clarity, which emphasizes learning intentions, success criteria, and learning progressions, significantly enhances student understanding. Research indicates that consistent and accurate implementation of Teacher Clarity can boost student achievement rates by almost double.
- How will I know I’ve been successful? Success criteria goes beyond traditional assessments; it involves students understanding not only what they will learn and how they will know they’ve learned it but also the processes they will employ to get there. By defining process success, students can focus appropriately, clarify their understanding, identify success on their terms, address difficulties, discuss improvement strategies, and monitor their progress.According to Shirley Clark, an expert in formative assessment, effective success criteria should be known and shared, consistent for all learners, applicable across the curriculum, and constantly referenced by students.
- What is my next learning step? Beyond the during and before stages of a lesson, it’s crucial to consider the after. Students should have a clear understanding of their position in their overall learning journey and where they are headed next. This foresight allows them to make connections between current and future content, making their learning visible.
- How would I communicate what I’ve learned to others? Communicating knowledge is often treated as a separate aspect or reserved for specific projects. However, looking at the historical perspective of learning, from oral storytelling to written books, and now to the instantaneous reach of social media, it becomes evident that sharing what we’ve learned is fundamental to the learning process. Encouraging students to communicate their learning enhances comprehension and facilitates a broader dissemination of knowledge.
Examples of how to do this
Look at the lesson plan; LESSON PLAN; TEACH ABOUT CLIMATE CHANGE WITH 30 GRAPHS FROM THE NEW YORK TIMES Unveiling Climate Change: A Data-Driven Exploration
- What am I learning?
- Before diving into the graphs, provide students with an overview of the lesson’s objectives. Clearly state that the goal is to understand the impact of climate change through data-driven exploration.
- Engage students in a brief discussion about what they already know about climate change, setting the stage for connecting new information to their existing knowledge.
- Introduce a simplified version of the learning objective: “By the end of the lesson, you should be able to interpret and explain the implications of climate change using visual data.”
- How will I know I’ve been successful?
- Discuss the success criteria for the lesson. For instance, students will be successful if they can analyze and interpret at least three key trends in the provided graphs, connecting them to broader concepts of climate change.
- Clarify that success isn’t just about the final interpretation but also the thought processes and methods used to derive conclusions from the data.
- What is my next learning step?
- As the lesson progresses, periodically prompt students to reflect on their understanding. Ask questions like, “What patterns have you observed so far?” or “How do these graphs contribute to our overall understanding of climate change?”
- Provide guidance on the next steps in their learning journey. For example, encourage them to explore additional sources, conduct further research, or discuss their findings with peers.
- How would I communicate what I’ve learned to others?
- Allocate time for students to discuss their interpretations with classmates. This could be in the form of small group discussions or a class-wide sharing session.
- Encourage students to express their findings not only through spoken or written words but also visually. They could create their own graphs or visual representations to communicate specific aspects of climate change.
- Consider a collaborative project where students compile their insights into a presentation, article, or infographic that can be shared with the broader school community.
By incorporating these elements into your lesson plan, you can create a more comprehensive and engaging learning experience for students, fostering a deeper understanding of climate change through data-driven exploration.
