Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

❒
Ask students to organize and mark entries that you will
read.
❒ Or ask them to select their best entry and mark it for you
to read.
• “How to” piece
Have students describe a solution to a problem. This can help
students slow down and organize steps to accomplish
something, analyze the relationship between steps, and begin
to critique their own way of telling. This method can help in
mathematics, sciences, or business to include those students
whose writing skills may be better than their skills in these
other areas.
o
o
Ask students to write complete instructions about “How to
…”
Give one student’s instructions to another student and ask
him or her to follow the instructions as written.
Let the class decide if adequate instructions were given.
Visual-based Learning
Outlining, flow charts, webs, and concept maps
Charts, diagrams, webs, maps, as well as pictures, can be used
as visual examples of abstract concepts. Concept maps, in
particular, are concerned with relationships among ideas. They
help students decide the important points and how they relate to
each other.
• Ask students, individually or as groups, to develop one of
these visual structures.
• Members of groups can be asked to come to a consensus and
present one form to the class.
• These can also be shared, discussed, and synthesized into
one in class.
Lecturing
Intentional errors
• Make an intentional error in class. You can usually make the
error that is commonly made by students.
• Continue into absurdity until students question and correct
you.
Section: Lesson Delivery 96 Chapter 8: Using Active Learning