Designing and Delivering Instruction From a Textbook
Designing and Delivering Instruction From a Textbook:
[Or Developing Your Own Materials]
1. Examine the section of text you’ll be teaching; for example, chapters on the American Revolution, or on Victorian poetry, or types of rocks.
a. Now look at the standard course of study.
Copy and paste relevant standards.
Make the standards concrete. For example, a state history standard says,
1.06 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.
But what exactly would students do? What exactly would you teach?
You could make the standard more concrete like this:
1.06. Students make a table listing the contrasting positions of Federalists and Anti-federalists. Student identify writings of Madison, Hamilton, Patrick Henry, Samuel Adams, and others, that represent Federalist and Anti-Federalism.
Does your textbook cover all that the standard course of study says you have to teach? If not,…
What’s missing from your textbook?
b. Also examine research and expert opinion, and your own knowledge of the topic.
Skim some of the docs, below; copy and paste useful ideas. These ideas will guide making objectives, selecting of content, how you present information, and assignments/assessments.
Lots of resources.
Chester E. Finn, Jr., Diane Ravitch. The mad mad world of textbook adoption.
Sandra Stotsky. The stealth curriculum. Manipulating America’s history teachers. Forham Foundation, 2004.
Diane Ravitch. A consumer’s guide to high school history textbooks. The Fordham Institute, 2004.
Walter Russell Mead. The state of word history standards. Fordham Institute, 2006.
Finn, Julian, and Petrilli. The state of state standards. Fordham Foundation, 2006.
David Klein et al. The state of state of state math standards. Fordham Foundation, 2005.
Sandra Stotsky. The state of state English standards. Fordham Foundation, 2005.
Paul R. Goodman et al. The State of State Science Standards. Fordham Institute, 2005.
2. Do the resources (above) suggest strands of knowledge to weave together to help your students to GET and to retell the story (in a history course, for example)? Knowledge strands might include:
Timeline of events
Persons
Groups (families, political parties)
Social institutions
Culture (values, beliefs), religion
Technology
Geography
Big ideas that organize the content and might also be lessons.
Now that you know the strands, design instruction so that information from all of the strands is covered.
You don’t organize instruction around these strands; that is, you don’t talk about persons and then groups, and then social institutions. Rather, you include knowledge OF these strands in the presentation. For example, you would include these when discussing writing the Constitution.
3. Do your resources suggest “big ideas” that can introduce and organize the whole unit; e.g., in history? For example, big ideas in science (the hierarchical organization of reality---parts—wholes ) can help organize a unit on biology.
4. Do the resources (above) say that you need additional content?
For example, original documents, biography, definitions of vocabulary, more details on events, maps? Identify what’s needed based on standard course of study, experts, and your own knowledge. For example, you may want to add original quotations from Founders and from persons who were their sources (such as John Locke).
1. So, do a Google search.
2. Find more resources.
3. Extract quotations, concepts, rules, facts, lists, explanations,
theories that you want to teach.
Here are examples of resources regarding the U.S. Constitution.
Some big ideas in social sciences. Find a few statements that you can present to introduce the unit.
Features of Nondemocratic, Statist, Totalitarian Governments.
Quotations relevant to writing the Constitution. Many quotations of federalists, anti-federalists, and persons (Madison) who were able to partially satisfy both sides.
Writing the Constitution.
Text of the Constitution.
Find images that you can turn into Powerpoint presentations.
5. Examine the materials---both in the textbook and the NEW supplementary materials (above). See the table at the end.
What are the main KINDS of things (information) you want students to learn regarding the different strands—persons, places, etc.?
Information/knowledge of:
Facts
Lists For example, a table that compares federalists and anti-federalists.
Concepts/vocabulary
Rules: statements of how things are related, connected, caused.
Models (diagrams) and theories (a set of rules in a sequence) that explain something.
Remember: there is a procedure for teaching each kind of knowledge.
In a history course, you want students to be able to tell a captivating and edifying story.
Underline the information in the materials, or take notes, or copy and paste smaller chunks into a new document.
Label them as to type of knowledge, so that you know HOW to teach each one.
6. Arrange the materials (paragraphs, sections, chapters) in the textbook and/or supplements in a logical sequence.
Think of what you want students to do at the END (the terminal objective). And then work backwards----What prior knowledge is needed to learn the last chunk, the second to last chunk, the third to last chunk? Then ask, What is a good way to START the unit? BIG IDEAS!!!
You don’t have to follow the sequence in a textbook. Some sections might be better if they came earlier or later.
Nor do you have to cover everything.
Cover DEEPLY, thoroughly.
Also, think of one or more objectives for the information in each chunk. What do you want students to DO after the information is presented?
a. Repeat information.
b. Define concepts/vocabulary: accurately (acquisition), accurately
and fast (fluency), students apply to or invent new examples
(generalization), after time has gone by (retention.
c. State three problems of ……
d. Compare and contrast….
e. Summarize the…. [Could be a list.]
f. Explain… Use a set of rules (If,…then…) backed up by facts (“And X
did happen.”).
Again, remember that there are four phases of mastery. First they have to “get it” (acquisition). Then teach them to generalize or apply knowledge (respond to, identify, solve, explain) new examples (generalization). Then teach them to go faster (define a list of vocabulary words; solve problems (fluency). And each lesson, review a sample of what has been taught earlier (retention). Correct all errors and if needed reteach any weak knowledge.
7. Add scaffolding.
Check this…
a. Make a syllabus for the whole course.
Week/topic/tests
b. Make weekly chart, with column for each day: topic, vocabulary/big ideas with objectives, activities/projects, tests. Review each day to prepare class.
c. Make glossary that accompanies weekly chart. Hand out right before use; e.g., when reading chart for the day or week.
d. Make guided notes that accompany daily column on weekly chart.
e. Make handouts that list what to review. State WHAT to know for each item; that is, objectives.
f. Teach students to make the format for, and to use Cornell note taking. Guided Notes with the Cornell Note-Taking Method
g. Powerpoint presentations
8. Introduce each section by having students read the guided notes with you. Call on individuals to read SOME of the chunks/objectives to get them involved. [This does not apply as much to math texts with naïve students.]
“Gordon. Quotations from Locke, please….. What does he mean by….? John?”
9. Initially, teach students HOW to make sense of text---using, model-lead-test/check/verification.
a. YOU read an objective from the guided notes and show them how
to find the relevant chunk of information in the text or on a PPT slide.
For example, one objective might be to cite the Founders’
considerations when they wrote the Constitution. Show students
(1) WHERE the information is; e.g., in a computer
doc).
(2) How to READ the doc and extract information.
(3) How to compare and contrast, summarize, or show
connections by making tables, lists, and diagrams.
“I’ll show you how to find the main points in this quotation
from Jefferson….
Now I make a list. Let’s call it ‘Founders’ Fears for the New
Government.’” I put Jefferson’s point on the list…
Now I see what John Adams has to say about it…” etc.
(4) How to ask and answer comprehension questions about the
information. This is an acquisition test.
“Now, what were the fears of the Founders for a new
government. Let me remember them….”
10. YOU model this little routine (#9) several times. When it seems that students get the routine (# 9 above), have THEM do the reading and YOU test after each chunk, and later after a series of chunks. [delayed acquisition test]
T = Teacher. S = Student
T. “What’s the next objective on our guided notes?”
S. “Identify main features of the Battle at Marathon, page 176.”
T. “Everybody, read page 176. Jane, you read out loud. I’ll ask
questions and you all take notes on the answers. Jane, go.”
J. “In September of 490 BC a Persian armada of 600 ships disgorged
an invasion force of approximately 20,000 infantry and
cavalry on Greek soil just north of Athens.”
T. “Everybody. What was the date?”
S. “September, 490 BC.”
T. “Write it.”
T. “An armada is a fleet of ships. How many Persian infantry and
cavalry?”
S. “20,000.”
T. “Correct, 20,000.”
T. “Everybody. Where did they land?”
S. “Just north of Athens.”
J. “Their mission was to crush the Greek states for supporting the
Ionian Greeks to the east, who had revolted against Persian rule.”
T. [Show Ionian colonies on map.] “What had the Ionian Greeks
done?”
S. “Revolted against Persian rule?”
T. “Why did the Persians invade?”
S. “Because the Greeks helped the Ionians.”
“To crush them as punishment.”
J. “Athens mobilized 10,000 hoplite warriors to defend their
territory. The two armies met on the Plain of
Marathon twenty-six miles north of Athens. The flat battlefield
surrounded by hills and sea was ideal for the Persian cavalry.
Surveying the advantage that the terrain and size of their force
gave to the Persians, the Greek generals hesitated.
J. “One of the Greek generals - Miltiades - made a passionate plea
for boldness and convinced his fellow generals to attack the
Persians. Miltiades ordered the Greek hoplites to form a line
equal in length to that of the Persians. Then - in an act that his
enemy believed to be complete madness - he ordered his Greek warriors to attack the Persian line at a dead run. In the ensuing
melee, the middle of the Greek line weakened and gave way, but
the flanks were able to engulf and slaughter the trapped Persians.
An estimated 6,400 Persians were slaughtered while only 192
Greeks were killed. [Show slide of battle.]
Then give a review/delayed acquisition test of everything you taught and tested above.
You can also ask generalization and probe questions.
“What might have happened if the Greeks lost at Marathon?”
“Why do you think the Greeks won so easily?” [This leads to later chunks on weapons and armor, phalanx combat, Greek virtues, and Greek independence.]
11. Later still, students can both read, ask questions, and do Powerpoint presentations. At this point, the format is more like a group discussion.
12. Make sure to cover not just acquisition of new knowledge, but also fluency, generalization, and retention.
a. Fluency. Fast question and answer on facts and definitions.
Fast worksheets. Teacher-class, peers.
b. Generalization. Have students apply concepts and rule and theories/models to other situations.
“How are the Spartans like the Marines?”
“How does the Greek panoply compare with the modern infantry
panoply?”
“Compare the reaction of many Americans to the attack on 9/11
to the invasion of Greece by Darius I.”
c. Retention. Cumulative review (weekly at least) of what was
covered earlier, with emphasis on more recent information.
13. Make sure to have discussion and to develop assignments that strategically integrate much of the information learned.
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|Preparing the Presentation |
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|Outline of logical sequence of chunks to teach. What is the terminal objective---what will students do when all the chunks are done? What activity integrates all the chunks of information? |
|BACK UP from the end. Each earlier chunk prepares for the next. |
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|How to Teach Each Chunk |
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|1. ______________________ |
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|a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from |
|textbook; sections from internet documents). Paste in or give page numbers from separate documents you |
|and students will read from. |
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|b. Knowledge to be learned from the chunk of material. Objectives. What will students do |
|when they acquire the knowledge? |
|Immediate tests. Delayed tests. |
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|Facts. |
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|Lists. |
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|Concepts. Definitions; examples; nonexamples. |
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|Rule-relationships. And examples. |
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|Routines: solutions, explanations, theories, time sequences. |
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|c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of |
|knowledge? Remember, |
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|Gain attention. |
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|Frame. |
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|Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask |
|questions. (4) Students read text and ask their own questions. |
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|Lead. Students read with you? |
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|Test. Ask questions relevant to objectives. |
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|Verification. |
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|Elaboration. Implications, relevance, questions raised. |
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|Bridge to next chunk. |
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|2. ______________________ |
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|a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from |
|textbook; sections from internet documents). Paste in or give page numbers from separate documents you |
|and students will read from. |
| |
| |
| |
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|b. Knowledge to be learned from the chunk of material. Objectives. What will students do |
|when they acquire the knowledge? |
|Immediate tests. Delayed tests. |
| |
|Facts. |
| |
| |
|Lists. |
| |
| |
|Concepts. Definitions; examples; nonexamples. |
| |
| |
|Rule-relationships. And examples. |
| |
| |
|Routines: solutions, explanations, theories, time sequences. |
| |
| |
| |
| |
| |
| |
|c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of |
|knowledge? Remember, |
| |
|Gain attention. |
| |
|Frame. |
| |
|Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask |
|questions. (4) Students read text and ask their own questions. |
| |
|Lead. Students read with you? |
| |
|Test. Ask questions relevant to objectives. |
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|Verification. |
| |
|Elaboration. Implications, relevance, questions raised. |
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|Bridge to next chunk. |
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|3. ______________________ |
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|a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from |
|textbook; sections from internet documents). Paste in or give page numbers from separate documents you |
|and students will read from. |
| |
| |
| |
| |
|b. Knowledge to be learned from the chunk of material. Objectives. What will students do |
|when they acquire the knowledge? |
|Immediate tests. Delayed tests. |
| |
|Facts. |
| |
| |
|Lists. |
| |
| |
|Concepts. Definitions; examples; nonexamples. |
| |
| |
|Rule-relationships. And examples. |
| |
| |
|Routines: solutions, explanations, theories, time sequences. |
| |
| |
| |
| |
| |
| |
|c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of |
|knowledge? Remember, |
| |
|Gain attention. |
| |
|Frame. |
| |
|Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask |
|questions. (4) Students read text and ask their own questions. |
| |
|Lead. Students read with you? |
| |
|Test. Ask questions relevant to objectives. |
| |
|Verification. |
| |
|Elaboration. Implications, relevance, questions raised. |
| |
|Bridge to next chunk. |
| |
| |
| |
| |
|4. ______________________ |
| |
|a. Materials. For example, (1) quotations (e.g., from original documents); (2) expository text (e.g., sections from |
|textbook; sections from internet documents). Paste in or give page numbers from separate documents you |
|and students will read from. |
| |
| |
| |
| |
|b. Knowledge to be learned from the chunk of material. Objectives. What will students do |
|when they acquire the knowledge? |
|Immediate tests. Delayed tests. |
| |
|Facts. |
| |
| |
|Lists. |
| |
| |
|Concepts. Definitions; examples; nonexamples. |
| |
| |
|Rule-relationships. And examples. |
| |
| |
|Routines: solutions, explanations, theories, time sequences. |
| |
| |
| |
| |
| |
| |
|c. Presentation of material. Script it. What are you going to say to get across and to test EACH bit of |
|knowledge? Remember, |
| |
|Gain attention. |
| |
|Frame. |
| |
|Model, or presentation. (1) PPT. (2) You read text, and ask questions. (3) Students read text, and you ask |
|questions. (4) Students read text and ask their own questions. |
| |
|Lead. Students read with you? |
| |
|Test. Ask questions relevant to objectives. |
| |
|Verification. |
| |
|Elaboration. Implications, relevance, questions raised. |
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|Bridge to next chunk. |
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