MADELINE
HUNTER
Madeline Hunter, a Canadian who worked
at UCLA, spent her professional life observing and working
with teachers, trying to understand why they were effective.
That work involved the identification of a sense of
instructional flow observed in more effective learning
environments. One way of appreciating or understanding that
`flow' is through her process of Lesson Design -- as she
says, it is not a rigid formulae but a launching pad
for creativity.
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If you see the Lesson Design process
as one containing optional building blocks (like in a LEGO
set) or threads on a weaver's loom, or colours on an
artist's palette, then you move towards the more powerful
process of Designing Lessons. This `artful' metaphor has
three implications:
- (1) the components of Lesson
Design can occur in any sequence;
- (2) they do not have to be
included or they may be used as many times as is
appropriate; and
- (3) they can be stacked (used one
after another) and integrated (employed simultaneously)
as you are moving in the creative direction.
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If you are painting, you pick the
colours that best meet the needs of the painting. If you're
teaching, you (and or) the students select those learning
processes that meet the needs of the learner within the
constraints of the program.
Barrie Bennett
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- LESSON
DESIGN: SOME
IDEAS FROM MADELINE HUNTER
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Instructional Concepts and
Skills (The Blocks)
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What is it /Why use
it?
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Critical
Attributes
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Mental Set
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Increases the chances that all
students are connected and involved in the learning.
(a.k.a. the Introduction)
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Through questions or activities, sets
link the past experiences of students to the learning
objective.
Sets ensures that all students are
actively involved.
Sets connect the students' involvement
to the learning objective.
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Sharing Objectives and
Purposes
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If students know where they are going,
the chances of their arriving at their destination is
increased -- especially true if the purpose behind the
objective has meaning and interest.
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Objectives:
- Are stated in terms of student
behaviour and indicate what they will learn and how they
will demonstrate their learning.
- May also describe successful
performances and the conditions under which those
performance occur. (e.g., Given 30 minutes and the
opportunity to work with a partner, the student will
construct at least 3 arguments for and against the clear
cutting of forests.)
- Must be clear and, if required,
measurable.
- Must be specific -- levels of
thinking are considered.
- Must be meaningful for
students.
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Input/Information
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Students receive input
experiences that facilitate their learning. Information and
experiences may come from different sources:
- other students (e.g., In a
Cooperative Learning lesson) the teacher
- computer searches
- books
- video, film, slides, pictures
- guest speakers
- field trips
- the students' own experiences and
thinking
- activities such as drama or role
playing, mind mapping, concept attainment, inductive
thinking, inquiry, group investigation.
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Input must relate to the learning
aimed at by the teacher.
Input must support/encourage
appropriate levels of thinking.
Input should facilitate meaningful
inquiry.
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Modelling/Demonstration
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Modelling helps students remember. It
can act as a visual check on information presented orally.
It provides variety and interest as well as hands on
experience.
Teachers may use modelling when
checking for understanding, providing practice, and
effecting closure.
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Models and demonstrations depict the
critical elements or steps to be learned.
Teachers must provide clear and
unambiguous models.
Students should be able to see, hear
and touch the key attributes or features provided by models
and demonstrations.
Students should talk about what they
see, hear, and touch.
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Checking for
Understanding
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Checking increases chances that the
students experience success during Practice.
Checking assists teachers to monitor
learning and to determine when students attain appropriate
levels of competence
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Checking must:
- Involve all the students (i.e.,
ensure active participation).
- Require an overt response form
students.
- Ensure students receive feedback.
- Enable teachers to assess
students' progress toward the objectives
- Help teachers plan what to do
next..
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Practice: Guided &
Independent
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Practice increases the chances that
students remember what they learn and that they can transfer
their learning to new situations.
Practice allows students to 'try out'
or experience what they are to learn, and to apply their
understandings
There are two polar opposites of
practice: independent versus guided.
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Teachers must consider how much, how
often, and for how long students should practice.
Practice must provide students with
feedback (i.e., knowledge of what they have learned).
Practice must relate to the lesson
objective and to the levels of thinking required.
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Closure/Extension
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Brings the major ideas in the lesson
into a sharper focus. Consolidates the learning.
Have students:
- Understood the structure of what
they were to learn,
- Discussed the purpose of their
learning,
- Experienced model cases of what
they were to learn,
- Considered the value of what they
were to learn
- Prepared a summary of what they
learned?.
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Students must prepare a summary of
what they learned -- involve all the students.
A summary must relate directly to the
objective and should include possible extensions to pursue
next.
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