April 22 Chapter 8

Putting It All Together

"When teachers keep in mind what is now known about how the brain learns, they are more likely to develop lessons wherein students learn and remember the content objective while they enhance their process skills."(pg 201)

Questions to keep in mind when planning lessons:
1. Is the lesson memory-compatible?
less is more
keep lesson segments 15 to 20 minutes long in secondary classes
2. Does the lesson include cognitive closure?
"It is during closure that a student often completes the rehearsal process and attaches sense
and meaning to the new learning..." (pg 202)
Closure is different than review- in closure the student mentally rehearses and summarizes
the concepts and decides if it makes sense and has meaning.
Timing closure - start a lesson-have students think and discuss previous lesson
during a lesson - have students review a concept in their mind before
moving on
end of lesson - should almost always occur at the end of the lesson
3. Was the timing of the new learning taken into account?
See chapter 3- retention during a learning episode
4. Should a lesson start with mathematics homework?
"Do not use up valuable prime-time if the homework review is merely casual (about the
mechanics of doing it) rather than substantive (about its content)."
Teach new material first
Use downtime protion to have students practice the new learning or discuss it
Do cognitive closure during prime-time-2
5. What about practice?
Select smallest amount that will have the maximum meaning for learner
Model
Practice should occur in the presence of the teacher
Assign limited independent practice
6. What writing will be involved?
Writing is important in communicating mathematical concepts
7. Are multiple intelligences being addressed?
8. Does the lesson provide for differentiation?
Differentiate content, process, and/or student demonstration of content