The Architecture of Learning: Designing Instruction for the Learning Brain by Kevin D. Washburn

Author:Kevin D. Washburn [Washburn, Kevin D.]
Language: eng
Format: mobi
Publisher: Clerestory Press
Published: 2011-02-03T08:00:00+00:00

Again, the high school literature unit reveals a similar flow of instruction. Geoff presents students with works of literature that feature allusions (AP-ex). Students read the literature and work through the skill steps when they encounter an allusion (AP-co). Geoff reminds them to relate their findings to the pattern statement, especially as they consider what the author intends to communicate through the allusion (AP-el). Geoff asks the students to write their own brief interpretations of the allusion and then engages them in a full class discussion (AP-ap). Ultimately, the students use their understanding of allusions to discover examples and use the associated skill to interpret them.

INtention Strand

The INtention strand promotes using skills to respond to real-life scenarios. Students read such examples to identify patterns that trigger recall of associated skills. The skills can then be applied to reach solutions. The INtention strand can immediately follow the APplication strand or be designed for later. Each time students experience INtention strand activities, they recognize widening contexts in which the pattern and the associated skill are beneficial.

Elisa’s INtention strand (Figure 5.9) mirrors her APplication strand with one important exception: the data (IN-ex) comes from a real-world scenario that illustrates the pattern of addition and requires using it. While she arranges for such scenarios to “occur,” Elisa stays alert for “teachable moments” that spring up spontaneously. For example, on the way inside from recess, one loving student brings her three yellow dandelions. Another student carries in five more. A teachable moment! She points out the pattern—two groups, one of three and one of five, become one larger group when she places them together in a styrofoam cup “vase” on the teacher’s desk That triggers the associated skill (3+5=?), and the students experience a “real world” context in which to apply addition.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.