Lecture material related to concept development for subject area. Material should be at students’ language comprehension level or below.
concept maps (see Chunk 3)
paper and pencils
chart paper and markers
prepared charts (see Evaluation)
Materials
Lesson Procedure
Objective: Students will evaluate 3 methods of processing lecture information: auditory skills only, auditory skills with note taking, and auditory skills with concept mapping.
Students will determine the methods that match their profiles of attentional strengths and weaknesses.
Procedure:
1) Teacher introduces the role of attention in relation to concept formation. Note: This may be done in advance of the main lesson segment.
2) Teacher explains that s/he is going to present three chunks of information related to the main ideas of colonial life and that students will be asked to summarize their understanding of each chunk by either explaining what they heard in their own words or threading the concept with prior knowledge and presenting metaphors or analogies. Students will use a different method of active listening for each chunk. At the end of the lesson, students will self-reflect to determine the method that worked best for them. Before each presentation, "think" time will be allowed for students to mentally activate prior knowledge about the subtopic being presented.
Chunk One – Present information orally with students’ desktops cleared. At the end of presentation, give students paper to summarize what they heard. Use a 10-minute quick write format.
Chunk Two – Give students paper for note-taking prior to the presentation. Encourage students to record important points during the presentation. At the end of the presentation,ask students to use their notes to summarize what they learned. Use a 10-minute quick write format.
Chunk Three – Give each student a blank concept map prior to the presentation. Students fill in the maps as they listen. At the end of the presentation, students use the maps to summarize what they learned. Use a 10-minute quick write format.
Evaluation: Students self-evaluate their summaries and record their reflections on large teacher-provided charts that represent the sub-categories of attention processing controls. Each chart paper is divided into three sections, one for each method of listening. Students initial the method that worked best for them and include comments.
Chart Paper Titles:
1. Best method for figuring out what was important (saliency determination).
2. Best method to keep your mind from wandering (focal maintenance).
3. Best method for using your prior knowledge to increase understanding (cognitive activation).
4. Best method for remembering the details you had decided were important (depth/detail of processing).
5. Which method was the most appealing to you? (Satisfaction level)
Debrief (checking for understanding)
Extension/Going Further
Comments/Instructor's Note
Submitted By
Helen Dalbey, & Alice Solomon
School
Tuscan School
Training
Site
Other
Training Site
New Jersey
Submitted
By
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