Lesson
Procedure for Teaching Concepts: Higher-order
[Needs verbal definition and THEN examples/nonexamples]
Systematic, Explicit, Focused, Direct Instruction
Granite
Here’s another example of teaching higher-order concepts. Notice that the instruction is
highly scaffolded---the teacher does a LOT to make sure that students are firm on the pre-skills
(things they have to know to learn the new stuff), that many examples are used, and that
students are getting (figuring out, inducing) the concept. Do you have to teach everything this
way—so thoroughly? Well, how do you think they do it in medical school? Do you think the
professor makes sure that med students know exactly what different kinds of cancer cells look
like? Why?
Rule: If it’s important that students learn it, then teach it this way.
Objective for acquisition. (1) The teacher presents examples and nonexamples of granite.
Students correctly identify 9 out of 10, each within 10 seconds. (2) Students correctly answer
the follow-up question (“How do you know?”) 9 out of 10 times, each within 10 seconds.
1.
Firm pre-skills
Teacher.
“We’ve been studying igneous rocks. Here’s our definition.
Igneous rocks form from the crystallization of minerals in magma.”
“Everyone, say that definition of igneous rocks.” [Check]
Class.
“Igneous rocks form from the crystallization of minerals in magma.”.]
Teacher.
“Yes, igneous rocks form from the crystallization of minerals in
magma.” [Verification]
2.
Frame Instruction
Teacher.
“Today we’ll examine an igneous rock called granite. Everybody, if
granite is an igneous rock, what else do you know about it? Think….”
Class.
“It forms from the crystallization of minerals in magma.” [Teacher
asked students to make a deduction about granite from the definition of
igneous rocks. This helps firm their knowledge of the definition, and prepares
students to USE of the definition to examine rock samples. “Hmmmm. Is this
igneous? No. Then it can’t be granite.”]
Teacher.
3.
“Excellent deduction!!”
Focused Instruction: Model—lead—test/check---verification
First the teacher teaches the verbal definition of granite.
Teacher.
“Here’s the definition of granite. Get ready to write the definition on
your note cards.” [Check to see if they are ready.]
“Granite is an igneous rock consisting primarily of the minerals quartz,
feldspar, and mica. Again, granite is an igneous rock consisting
primarily of the minerals quartz, feldspar, and mica.” [Model]
“Say it with me.” [Lead]
Teacher/
“Granite is an igneous rock consisting of the
Class.
minerals quartz, feldspar, and mica. [The teacher probably could have
left out the lead.]
Teacher.
“All by yourselves.” [Immediate acquisition test/check]
Class.
“Granite is an igneous rock consisting of the minerals quartz,
feldspar, and mica.”
Teacher.
“Excellent saying that definition with so much enthusiasm.”
Now the teacher firms up background knowledge of minerals that are the DEFINING features of granite,
before she presents examples that contain the minerals and nonexamples that do not.
Teacher.
“We have already studied the minerals quartz, mica, and feldspar.
Let’s review them before we go on….” [Now the teacher shows examples of
each mineral and asks students to identify them. Structure (flakes, crystalline,
flat planes) is what defines each mineral. When students are firm on this—that
is, when they correctly define and identify examples and nonexamples of each
mineral---the teacher moves to the next step.]
Teaching the new concept, building on background knowledge
First the teacher shows examples of granite that differ in NONessential ways (e.g., color and shape) but
are the same in the defining features. Logic: Comparison to identify sameness.
Teacher.
“Now, I’ll show you how to use the definition of granite, and your
knowledge of what mica, quartz, and feldspar look like, to identify
rock samples.”
[The teacher holds up or shows slides of granite, and names each one as granite. The examples differ in
size, shape, and color of minerals; e.g., pink and grey quartz. But they share the essential and defining
features—the structure of quartz, mica, and feldspar.]
Teacher:
“This is granite…Notice the mica (black flakes), feldspar (white
with flat planes), and quartz (pink and crystalline).”
Quartz [Crystalline]
Mica [Black]
Teacher.
Feldspar [Flat planes]
“And this is granite… Quartz is orange and crystalline, feldspar is
whitish with flat planes, and mica is black flakes. There are different
colors than in the first example, but they all have the structure of
mica, feldspar, and quartz.”
Mica
Feldspar
Teacher.
Quartz
“And this is granite… Quartz is green and crystalline, feldspar is
yellow with flat planes, and mica is black flakes. There are different
colors than in the last example, but they all have the structure of
mica, feldspar, and quartz.”
Mica Feldspar
Teacher.
Quartz
“And this is granite… Quartz is pink and crystalline, feldspar is grey
with flat planes, and mica is black flakes. There are different colors
than in the last example, but they all have the structure of mica,
feldspar, and quartz.”
Quartz
Mica
Feldspar
Notice that the WORDING is the same each time!
Next the teacher juxtaposes (puts next to each other) examples of granite and not granite, and labels
them. Examples and nonexamples are similar in NONessential features (e.g., color and shape) but are
different in that examples have the defining features and nonexamples do not. Logic: Contrast to
identify the differences that make the difference.
Teacher.
“This is granite. Notice the mica, feldspar, and quartz….”
Granite
Teacher.
“This is not granite. Notice that it has no quartz. So it can’t be granite.”
Not granite
Teacher.
“This is granite… Again, see the mica, quartz, and feldspar.”
Teacher.
“But this is NOT granite. It is chunky, like the last example of granite, but there
is no quartz or feldspar. So it can’t be granite.”
4.
Closing
Reread the objective above. The teacher has completed the focused instruction portion. Now the
teacher gives an acquisition test/check to see if instruction was effective; that is, to see if students
achieved the objective. So---just as the objectives states---the teacher presents examples of granite and
nongranite; asks students to identify them; and asks students to justify their
definition of granite.
Teacher. “Everyone. Is this granite?”
answer, using the
Class.
“ Yes.”
Teacher. “How do you know?”
Class.
“There is mica, feldspar, and quartz.”
Teacher. “Yes, it is granite. Good use of the definition to explain your answer.”
Teacher. “And is this granite?”
Class.
“No.”
Teacher. “How do you know?”
Class.
“There is no quartz.”
Teacher.
“Correct! No quartz. So, it cannot be granite. .”
The teacher repeats the test with several more examples and nonexamples.
The teacher corrects any errors. For example, if a student says “Granite,” but the sample is NOT
granite, the teacher uses the model, lead, test (or just model and test) correction procedure.
Teacher.
“This is NOT granite. Granite consists of three minerals: mica,
quartz, and feldspar. [Model] Does this sample have mica, quartz,
and feldspar?”
Student.
“It has mica and feldspar, but no quartz.”
Teacher.
“So can it be granite?”
Student.
“No.”
Teacher.
“How do you know?”
Student.
“It has to have quartz, too.”
Teacher.
“Correct. It does not have quartz. So it can’t be granite.”