The ASOT Reflection
Region 9 High Reliability Schools-February 2019
Design Area Spotlight: Direct Instruction
Two elements within this design area work together to break up the content: chunking and processing. We utilize what we know about students' attention spans when we chunk content into "digestible bites" consisting of key pieces of information and we allow students to take in that knowledge when we have them process it in a variety of ways.
The third element in this design area is recording and representing content. The end goal of this element is that students will internalize the learning taking place. The term for this is encoding; students encode the information so that it moves from short-term memory to long-term storage. Below you will find some ideas on how students can record and represent content.
Element 8: Recording and Representing Content
This PDF includes the research backing nonlinguistic representation as well as examples of classroom practice.
An article by Dr. Robert Marzano, published in Educational Leadership, gives five key points to using nonlinguistic representations.
You've got questions...we've got answers!
If you have any questions for this section, please let us know by emailing Christy at firstname.lastname@example.org.
How can I help other teachers understand student engagement?
Beyond sharing ideas from your training in the Art and Science of Teaching, below is the Instructional Strategies Playlist for Teachers from Lead4Ward. If you click on the picture, you'll be taken to the site. This would be a great tool to share with your colleagues.
There are also teacher and student feedback surveys available in the online compendium in various places. One that might be especially helpful is the "Noticing When Students Are Not Engaged" folio.
How do I use physical movement in a crowded classroom?
We all know that physical movement in the classroom has a direct connection to students' energy levels and potential to maintain engagement in the classroom. Studies show that children who are more active exhibit better focus, faster cognitive processing, and more successful memory retention than kids who spend the day sitting still. Keeping the body active promotes mental clarity by increasing blood flow to the brain, making activity vital to both learning and physical and neurological health (Adelbary, 2017).
On p. 68 in NASOT you can find various strategies to incorporate physical movement into your classroom. What happens when you are teaching in an overcrowded classroom? Physical movement becomes a bit of a challenge, but it can be done. Planning ahead and thinking like your students will help you make decisions to ensure success when using specific physical movement strategies in your classroom. I found the following resources that might help you view physical movement from a different perspective when dealing with a crowded classroom.
Promoting Learning in an Overcrowded Classroom This is a FANTASTIC article with great resources to use when thinking about space, workflow and collaboration in an overcrowded classroom.
Choreograph Your Classroom This is a Teaching Channel video (YouTube version) that provides a different perspective on thinking about the flow of 'traffic' in the classroom.
Resource: R9 HRS Site
ASOT in Action Submissions
You can use the form below for easy submission of your photos and/or videos or you can email them to email@example.com with a brief explanation of what you tried and what you thought of the strategy.