The Thinking Curriculum

1
Secondary School Teaching

• The Thinking Curriculum
• Chapter 8

2
Teacher Talk

• Cautions
• Talking too much
• Talking too fast
• ELL students
• Must be heard and understood
• Just because students have heard something does
  not necessarily mean they understood it or
  learned it.
• Just because another teacher taught it does not
  mean these students know it.
• Monotone
• Talk, but watch, listen, and feel what is going
  on.

3
General Guidelines

• Advance Organizers
• Ausubel
• Graphic organizers
• Beginning, end, logical order
• Pacing is important
• Encourage student participation
• Closure

4
Specific Guidelines

• Know when to talk and when to manage
• Center around one idea
• Formal and informal
• Spontaneous
• 5-12 minutes
• Lecture of new information
• 15-20 minutes
• Vary strategies and activities
• Especially in macroperiods

5
Continued

• Use notes, outline, list of questions
• Share your organization at beginning of year
• REHEARSE!
• Avoid racing through talk just to finish
• Need visuals, video clips, etc.
• Plan the content and visuals
• Never show or say something that you have not
  planned
• Monitor your delivery

6
Continued

• Avoid standing in the same spot
• Vocabulary morphology
• ELL
• Use analogies or examples that are familiar to
  students.
• Establish eye contact with all students.

7
Demonstrations

• Assist in recognizing a solution to an existing
  problem
• Conserve time and resources
• Active learning
• Illustrates a particular point
• Introduce a lesson or unit
• Model a skill
• Reinforce safety rules
• Summarize a unit
• Test a hypothesis

8
Guidelines for Demonstrations

• Visualize the demonstration
• Assemble materials
• Set up
• Practice
• Model appropriate safety procedures
• Warn if necessary, e.g., loud noise, smell
• Pacing
• Think about use of space
• Clean up, tear down

9
Integrating Strategies

• Brainstorming
• What do you think is going to happen next?
• Chunk or cluster information
• Compare and contrast
• Inferring
• If you were in this situation, what would you do?
  What might another character do?
• Mnemonics
• Outline

10
Contd

• Outlining
• Paraphrasing
• Have students restate a summary of rules or
  events
• Reciprocal teaching
• Another form of paraphrasing involving more
  students
• Review
• Closure is an example.
• Study strategies
• Visual tools

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• http//www.youtube.com/watch?vZ0y9-aDVHwY