Play 9
Presenting new materials
What is it?
In this phase of the lesson, teachers introduce a new key objective (KO) that students will be tackling. A key part of this phase is the explicit teaching of tier 2 and tier 3 vocabulary. We should aim for brevity in our language, minimise excessive talk and break down explanations into digestible chunks. In order to assimilate new knowledge, we must make explicit links to previous learning.
Regular checks for understanding should be conducted throughout this phase before proceeding to the next phase.
Why is it important?
Asubel (1968) said, ‘the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.’ Our curriculum follows a logical sequence, with each new concept building upon prior learning. Thinking hard about the most relevant existing knowledge to link new materials to will mean our students will be able to assimilate new knowledge easily and build ‘bodies of knowledge’ which require meaningful learning.
Rushing through or overlooking this step can lead to students struggling to complete their independent task and ultimately form ‘islands of knowledge’ as opposed to ‘the long term acquisition of stable bodies of knowledge’ (Ausubel, 2012).
What to do:
|
|
|
|
|
|
|
Intellectually prepare (IP) Identify what is the most relevant existing knowledge for this lesson. IP a quick whole class CFU task to ensure they have this existing knowledge. IP in order to: 1. make explicit links between prior and new knowledge 2. make them explain it 3. CFU Script a chunked, precise and concise explanation of a new concept. IP CFU tasks between the chunks. |
Activate existing knowledge Ask a question that will activate existing knowledge, using a whole class response strategy, ie. MWB. (Eg. How is Lennie described in Chapter 1?) Use turn and talk to make them explain their understanding of the existing knowledge. Cold call: ask the question first, allow thinking time to ensure all students are taking part in the thinking, pick a student to share their response. |
Introduce new information Use precise and concise language to explain the new knowledge. In your explanation, make an explicit link between the existing knowledge and the new knowledge (eg. Lennie kills a mouse in this chapter and previously we learn he doesn’t know his own strength) Explain how today’s learning will build upon their previous knowledge. Link this to the lesson’s key objective on the DPR. |
Pitch perfect Ensure you pitch the material to challenge all students in your class. Scaffold down accordingly. Where appropriate, make explicit reference to assessment standards. As you can see, the difference between a grade 6 and a grade 7 is... |
Chunk and CFU Chunk your explanations so that you check for understanding between each chunk before moving on. This could be using a mixture of whole class response systems like MWB and cold calling. Pre-empt high frequency errors made with this new knowledge and highlight these for your students. |
