Document 14524866

Area: Higher Order Thinking
Strategy: Instructional Communications
Appropriate Grade Level: K-12
aid in higher order thinking, teachers should provide clear instructions for assignments.
1) Explain the task clearly.
- Set goals at the beginning of an assignment.
- Provide examples of finished products.
- Avoid vague, ambiguous terminology such as “might,” “a little more,” “some,”
“usually,” and “probably.” These terms suggest disorganization, lack of
preparation, and nervousness.
- Introduce tasks with a clear and simple organizing framework such as a diagram,
chart, preview, or one paragraph overview.
- Introduce key concepts and terms before further explanation and study.
- Use questions that focus attention on important information.
- Give emphasis with verbal statements, nonverbal behaviors, repetition, and written
- Make ideas vivid with pictures, diagrams, examples, demonstrations, models, and
other devices.
2) Give transition signals to communicate that one idea is ending and another is beginning.
3) Provide feedback at frequent intervals with a corrective feedback to clarify incorrect or
partially incorrect responses.
Comments and/or tips:
- Careful lesson planning is essential in using effective instructional communication.
Hines, Cruickshank and Kennedy. Teacher Clarity and its Relationship to Student
Area: Higher Order Thinking
Achievement and Satisfaction. American Education Research Journal. March 20, 1985
vol. 22 no. 1 87-99