What Every Teacher Should Know about Instructional Planning by Tileston Donna E. Walker;

Author:Tileston, Donna E. Walker; [TILESTON, DONNA WALKER]
Language: eng
Format: epub
ISBN: 1994246
Publisher: Corwin Press
Published: 2003-10-30T00:00:00+00:00

INSTRUCTIONAL STRATEGIES TO HELP STUDENTS LEARN PROCEDURAL KNOWLEDGE

In Chapter 4, the three phases necessary for learning procedural knowledge were discussed: constructing models, shaping information, and internalizing procedures. Let’s revisit these phases in regard to how we can help students to be successful in engaging procedural objectives.

Constructing Models

Marzano (1992) says that, before we can construct models for our students, we must first understand the three basic types of strategies that are used to do this. They are algorithms, tactics, and strategies.

Algorithms involve specific steps that give definite results every time they are carried out (Anderson, 1990). Marzano (1992) uses the example of doing multiplication: If a student follows the step-by-step process for multiplication, he or she should get the same results each time the task is performed. If a student does not get the correct answer, he or she did not follow the step-by-step algorithm provided for the task.

Tactics, according to Snowman and McCown (1984), help students accomplish their goals, but don’t necessarily provide the same end result every time. This is because tactics involve general rules rather than a step-by-step process. Marzano (1992) uses the example of reading a bar graph. There are general rules involved in reading a bar graph, but those rules do not give the same results every time. The probability of success is there, but there is not the assurance that the student has with algorithms.

Strategies are more general in nature than algorithms and tactics, because they are not specific to any given task. Strategies provide a way to approach a task and vary with the user. All three of these models are important in helping students to gain success in learning procedural knowledge. Marzano (1992) lists two powerful ways to help students construct knowledge.

1. Using Self-Talk to Walk Through a Process. Students need to observe the teacher using positive self-talk to work through a process so that they can use that same method as they work through problems and processes themselves. For example, a teacher might write a sentence on the board that contains a word unfamiliar to the students. The teacher would talk about the process that he or she goes through in deciding how to pronounce the word. Self-talk is a valuable tool to teach to our students, because it will be very helpful as they work through procedures where there are problems. Students who do not know how to monitor and adjust for problems will more likely throw up their hands and quit. Teaching them to use self-talk to walk through problems helps limit impulsivity.

2. Using Flow Charts to Build Structure in the Learning. One of the most difficult forms of writing for my students is describing a process. For example, if I were to give my students the writing stem, “Describe how you would tell someone the steps needed in brushing your teeth,” many of my students would struggle. However, if I teach my students to use a flow chart first to organize their ideas, the writing becomes a much easier task.

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