Why Didn’t I Learn
This in College?
Karen Cushing
August, 2010
CTE
CAREER AND TECHNICAL EDUCATION
A VIABLE PATHWAY TO SUCCESS IN COLLEGE AND CAREERS
Session Objective
 To learn a variety of strategies to
increase student engagement and
achievement
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Topics
• Framing the Learning
• Grouping
• Questioning
• Processing
• Review and reflection
Content adapted from Why Didn’t I Learn this in College, Paula
Rutherford, , Just Ask Publishing, 2009
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Framing the Learning
Let students know:
 What they are learning
 Why they are learning it
 How they will learn it
 How they will know that they know it
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Framing the Learning
• Provide Agenda/Outline for Day, Unit & Year
• Course syllabus
• Unit overview
• Daily lesson objectives
• Wall Charts
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Bell Ringers
Bell ringers help students:
• Check for understanding
• Assess own learning
• Review/refresh past topics
• Direct focus on the day’s lesson
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High Expectations
• I Count, I Care, I Can …
Anne Westcott Dodd, Educational Leadership
• This is important! You can do It! I
won’t give up on you!
Jon Saphier, The Skillful Teacher
• Connected, capable and contributing
Linda Albert, Cooperative Discipline
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Access Prior Knowledge
& Make Connections
• To past experiences
• Between concepts/activities they have
already learned
• To applications “beyond the classroom”
• To future areas of study and life
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We learn:
10% of what we read
20% of what we hear
30% of what we see
50% of what we both see and hear
70% of what we discuss with others
80% of what we experience
personally
90% of what we teach to someone
else
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Why Groups?
• 75% of humans learning by talking
• Main reason teachers don’t use groups…
fear of losing control
• Teacher preparation, circulation and
observation required
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Forming Groups
• Cut ups – cards, maps, cartoons, formulas,
advertisements
• Popsicles sticks w/ names, shapes, colors,
stickers
• Famous pairs – Salt and pepper, Romeo and
Juliet
• Genres – books, music, seasonal activities
• Line ups – students make two lines and pair with
the student across form them
• Clock buddies –make hourly appointments
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Clock Buddies
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Expectations
•Use T-Chart with students to identify what you expect to
see and hear
See
Hear
Talking
Active listening
Sitting together
Respecting space
Paying attention
Implementing their roles
Sharing ideas
Taking turns speaking
Questioning by teammates
Summarizing
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Getting Started
• Think- Pair- Share….
• Pairs to squares
• Assign roles or actions
• Provide focus questions
• Pre-write before joining the group
• Talking tokens promote equal participation
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Talking Tokens
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Prepare and Circulate
• Have students discuss the instructions for
clarity
• Identify what you expect to see and hear
• Begin with short interactions
• Move around and observe/guide behavior
• Students report out at end
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Group Observation Form
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Think - Pair- Share - Square
• Take 1 minute to think how you might use
grouping in a class
• Talk to an elbow partner about your plans
• Find another pair and share your partner’s idea
• Be prepared to report out the most interesting
idea
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Process New Learning
• 3 Column Charts
• Graphic Organizers
• Graffiti
• Note-Taking
• Journals
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3 Column Chart
What I knew
What I know
Most important
Already Know
What I now
know
What I don’t
know
Somewhat
important
Want to Know
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What I still don’t
know
What I wish I
knew
Not important at
all
Learned
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Graphic Organizers
• Avoid lengthy note taking
• Organize thinking
• Display relationships (sequence, causeeffect)
• Assist with classification
• Create a mental image that helps the brain
“file” the learning
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Graphic Organizers
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Graffiti
• Used for pre-assessment, prior knowledge
or summary
• Write one topic/concept/problem per sheet
( chart paper or legal size)
• Students record ideas, solutions,
questions
• Students or paper rotates after allotted
time period
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Note-taking
Main Idea
Cornell Notes
Details
Can be used to provide an outline of the course,
chapter, or lecture.
Organized by main ideas and details.
Can be as detailed as necessary.
Sequential-- take notes as they are given by instructor
or text in an orderly fashion.
After class, write a summary of what you learned to
clarify and reinforce learning and to assist retention.
Can be used as study tool:
Define terms or explain concepts listed on the left side.
Identify the concept or term based on its definition on the right side.
Summary:
There are a couple of ways that you can take notes. The Cornell method is best when the
information is given in a sequential, orderly fashion and allows for more detail. The semantic
web/map method works best for instructors who skip around from topic to topic, and provides a "big
picture" when you're previewing materials
to study for a test.
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ANDgetting
TECHNICALready
EDUCATION
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Journals
• Daily - keeps track of happenings in class from
student’s point of view. Teacher creates a
template.
• Question – Students record answers to daily,
weekly, or unit question(s)
• Response to reading, video, demonstrations or
lectures
• 10:2 Theory – Pause every 10 minutes to write
for 2 minutes down reactions to readying, lecture
or demonstration
Pause now for 10:2
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Bloom’s Taxonomy
• Knowledge = Find recall specific ideas and information
• Comprehension = Understand ideas, meanings and
information
• Application = Use - apply information, ideas and
principles in new situations
• Analysis = Break down information into parts
• Synthesis = Create - put together parts to make a whole
and do something new with the information
• Evaluation = Judge - the value of ideas, purposes and
methods
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Question Stems
that Promote Student Thinking
•
•
•
•
•
•
•
•
•
•
•
How does this match what you thought you knew?
What might happen if...?
When have you done something like this before?
How would you feel if...?
How did you come to that conclusion?
How about...? What if...?
What do you think causes...?
Yes, that’s right, but how did you know it was right?
When is another time you need to...?
What do you think the problem is?
Can you think of another way we could do this?
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Question Stems
that Promote Student Thinking
• What do you need to do next?
• Based on what you know, what can you
predict about...?
• Does what...said make you think
differently about...?
• Tell me how you did that?
• How does...tie in with what we have
learned before?
• Suppose...what then?
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Review
•
•
•
•
•
•
•
•
Use Jeopardy to review
I have the question. Who has the answer?
Students create test questions
Graffiti
Journals
3 Columns
Highlighting notes
Group writes review questions for other
group
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Reflection
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Exit Ticket
• Students write about the class as “ticket”
to leave:
• What I really know well
• What confuses me
• How today’s lesson is related to….
• Favorite part of the lesson
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3, 2, 1 Reflection
• 3 significant learnings from this session
• 2 areas where you want to deepen your
knowledge
• 1 thing you would like to try next week
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Give and Get
•Find your Give and
Get Sheet .
•Think about how you
will use one of the
strategies you saw
today
•Stand up and share
your idea with
someone and then
write their idea on
your page.
•Continue until your
page is full.
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Contact Information
Karen Cushing
Chicago Public Schools
Office of College & Career Preparation
CTE Curriculum Specialist
voice: 773.553.1217
fax: 773.553.3543
kcushing@cps.k12.il.us
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