Improving Lessons Through Context and Questioning...Improving Lessons Through Context and...
Transcript of Improving Lessons Through Context and Questioning...Improving Lessons Through Context and...
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Improving Lessons
Through Context and
Questioning
Travis Hardin
@hardinedthought
STEM Master Teacher
Calcasieu Parish
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Traditional Textbooks and Lessons• Examples are usually arranged from easy, to medium, to
difficult.
• Examples generally focus on procedural steps then an application word problem.
• Practice sections are the same: Easy to difficult, procedural then context based application problems.
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Procedural vs. Contextual ProblemsAlg. 1 Algebra 2 Geometry
Examples Practice Examples Practice Examples Practice
Proc. Context Proc. Context Proc. Context Proc. Context Proc. Context Proc. Context
A # 4 1 22 9 5 0 36 9 3 2 22 5
% 80 20 71 29 100 0 80 20 60 40 81 19
B # 2 1 37 9 5 1 26 5 3 1 18 10
% 67 33 80 20 83 17 84 16 75 25 64 36
C # 3 1 33 8 4 1 33 8 4 1 30 4
% 75 25 80 20 80 20 80 20 80 20 88 12
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Traditional Lessons
Application problems
Moderate and Difficult Procedural
Practice
Basic Procedural Examples/Practice
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Our purpose as teachers
Knowledge Transfer
• “Knowledge transfer is the ability to extend what has been learned in one context to new contexts.” (NRC, 2000)
• Traditional texts often “over-contextualize” knowledge (NRC, 2000)
• Information is stored and schemas built based on how information will be used.
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Albert Einstein
“The value of a college education is not the learning of many facts,
but the training of the mind to THINK.”
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Common Student Questions
•When am I ever going to use this?
• The homework was nothing like what we did in class!!
• I forgot, can you teach that to me again?
• This is dumb, why do we have to learn this?
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Context Increases Knowledge Transfer
•Reasoning can be improved when abstract logical arguments are embodied in concrete contexts (Wasonand Johnson-Laird, 1972)
• The more students are taught using conceptual understanding in context, rather than memorizing steps and procedures, the higher the transfer rate will be. (NRC, 2000)
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Winston
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Context Based Lessons
Application Problems for Conceptual Development
Exploration and Metacognitive Questioning
Procedural Fluency Practice
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Systems of EquationsAnthony is planning on getting a satellite dish for his home and is choosing between Dish and Direct TV. Each company charges a setup fee as well as a fee per month. Dish has a startup fee of $30 and costs $60 per month. Direct TV costs $40 per month and has a startup fee of $110. Write equations for the cost, C, of each company over m months and show graphically which company is better in the long run for Anthony. After how many months does it become a better deal?
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Metacognitive Questions
•What thoughts went through your head when reading and thinking about this problem?
•What questions did you ask yourself (or answer subconsciously)?
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Metacognitive QuestionsMetacognition is “thinking about thinking.”
Metacognitive Questions are asked by students about their own thinking OR about what they just read.
• Research has found that metacognitive skills: • do not develop naturally for most students • must be taught “explicitly” in order for students to
develop metacognitive knowledge (desoete, 2007 and Carr et al, 1994)
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Possible Questions• How many companies are we comparing?
• How many equations will there be? How do you know?
• How is this similar to things we have already done?
• In the long run, who do you think will cost more money? Why?
• Is there a one time cost for each company?
• Which value will be multiplied by the variable? How do you know?
• What equation can we write for Dish? For Directtv?
• Which variable will be on the x-axis? Y-axis? How do you know?
• How should we scale each axis?
• When the wto lines intersect, what does that point represent in the context of this question?
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Two Critical Errors
Assuming that critical thinking can be developed through procedural practice.
Assuming that metacognitive questioning happens naturally in all people.
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Sample LessonCreating a context based, question driven lesson
1. Choose a topic from your subject.
2. Come up with a word problem or scenario to begin the lesson (books often have great problems at the end of lessons!).
3. Brainstorm possible metacognitive questions for students.
4. Come up with a second word problem or scenario (use less metacognitive questions)
5. Find a third word problem for students to try on their own.
6. Procedural practice
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Questions and Feedback
Last minute questions?
Please use the mobile app to rate the session.
Travis Hardin