Postcards from the Funny Farm

I thought I’d blog an an education subject this morning since I’ve been doing some research on it. To begin, I’d like to acknowledge the fact that simple subjects, like division or dictionary skills, can feel daunting when teaching the upper elemenatry children (ages 7-11). Don’t feel bad if you have felt baffled as to getting these things across. I have one technique in planning and delivery that has proven effective every time I used it. I call it “chunking.” Chunking is dividing many small bits of new information into larger “chunks” or categories that are quickly visible and memorable by the children. Once you have your lesson “chunked,” it’s much smoother to deliver and I have found the kids retain much more of the concept being taught.? Here’s how I do it:

First, identify the standard(s) to be taught. Nowadays, most California teachers have the standards virtually memorized if not bookmarked on their class and home computers. If you are from California and don’t have it yet (or you are just interested in the standards), the link is here.

Second, Create an outline for your lesson. You can use the Madeline Hunter lesson plan framework, or EDI, or other method. Because my school has been using EDI (Explicit Direct Instruction) successfully for 2 years, I have grown comfortable with it. I use the following format to create my teaching outline:

• Describe Independent Work (or your assessment at the end)?
• Objective
• Activate or Provode Prior Knowledge
• Teach the Concept (or big picture)
• Teach the Importance
• Teach Skill (or the process to get the answers)
• Guided Practice
• Closure
• Independent Work

That probably looks like a lot to plan if you are new to EDI, I recall how it looked to me 2 years ago. Nonetheless, I contend it is an awesome strategy for lesson planning and delivery and there is more to it I am not mentioning for the sake of brevity and sticking to the point.? Please ask if you want to discuss EDI further.? ONWARD . . .

Third, Look at your outline and divide the information into 3 categories. Science of the brain has shown teachers that the brain cannot retain much beyond three bits of information per lesson. If you can chunk smaller bits and put them into memorable categories, a student will retain much more. Let me give you an example.

If I am teaching the standards R 1.2 - Decode Multisyllabic Words, R 1.6 - Use Context, and R 1.7 - Use a Dictionary, then I might begin the lesson with the memorable concept of “THE DICTIONARY.” I might talk about it, ask what they know about it, and relate all three standards to the dictionary. Next, I might discuss pleasure reading. For example, if students are into Harry Potter, I would relate the three standards to comprehension of the text. Last I might choose Glossaries. Elementary students love to use the glossary at the back of their textbooks to learn new words. I will connect the standards I am teaching to that third “chunked” category and show how they relate.

Chunking ideas for elementary school lessons is not only a good idea for the students’ sake, but it also makes delivery much less complicated for the teacher. If you get the chunking format and are ready to try it, KUDOS to you! Whatever lesson outlining method you use will help you build solid lessons that have proven results.