Embedded Files
Chunking Content into "Digestible Bites"
“It is important to give students the right amount and complexity of information. Students need enough information so they can process it, but not so little that they lose interest. Like eating a good steak, you don’t put the whole thing in your mouth; you cut it up and eat it one bite at a time!”
~ John Edwards Learning Sciences International
Desired Effect
Students process and absorb information in small appropriate chunks.
Purpose
- Our brains become overwhelmed when given too much information and are unable to retain new information.
- Breaking the content into small chunks of information allows the brain to actively process the information.
- When students are introduced to brand new concepts, the chunks should be smaller to allow the brain time to process and make connections to the new material.
- The more the students know about the material, the larger the chunks can be.
- Prime Learning Time Research - David Sousa
Teacher Evidence for Chunking Content
Student Evidence for Chunking Content
- Stops at strategic points during the guided instruction of the lesson -
- Verbal Presentation
- Multi-media
- Demonstration
- Reading Orally
- Utilizes appropriate questioning to determine if content chunks are appropriate.
- Uses formative data to break content into appropriate chunks.
- Explains why the teacher is stopping at strategic points.
- Appears to know what is expected of them when the teacher stops.
- Can explain clear conclusions about chunks of content.
Scale
Strategies to Chunk Content into "Digestible Bites"
- Strategies . Scaffolding – sequencing learning in a logical order .
- Interacting – planning and organizing for students to respond to questions and summarize information .
- Pacing – moving through the content within an appropriate timeline while making adjustments based on student engagement .
- Monitoring – continually checking for student understanding
Resources
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