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The Knowledge Deepening segment of BlendEd Best Practices seeks to engage students with some degree of control over how they practice. A common method for accomplishing this is to engage your students with Choice Boards.
The Knowledge Deepening segment of BlendEd Best Practices seeks to engage students with some degree of control over how they practice. A common method for accomplishing this is to engage your students with Choice Boards.
A Choice Board can take many different shapes, but essentially the Choice Board communicates to students what they Must Do and provides options for what they May Do to practice.
A Choice Board can take many different shapes, but essentially the Choice Board communicates to students what they Must Do and provides options for what they May Do to practice.
The question then becomes: What kinds of Choices do I provide my students?
The question then becomes: What kinds of Choices do I provide my students?
We cover here:
We cover here:
* Webinar: How to Promote Student Choice during Knowledge Deepening
* Webinar: How to Promote Student Choice during Knowledge Deepening
* 2 Pathways for Promoting Choice (Multiple Modalities of Learning and Multiple Depths of Knowledge)
* 2 Pathways for Promoting Choice (Multiple Modalities of Learning and Multiple Depths of Knowledge)
* 2 Organizational Plans for Promoting Choice (Chunking by Objective and Chunking by Activity Type)
* 2 Organizational Plans for Promoting Choice (Chunking by Objective and Chunking by Activity Type)
Webinar: How to Promote Student Choice during Knowledge Deepening
Webinar: How to Promote Student Choice during Knowledge Deepening
BLBP Knowledge Deepening.mp42 Pathways for Promoting Student Choice
2 Pathways for Promoting Student Choice
Here, we refer to Multiple Modalities of Learning as purposefully engaging students through multiple sensory inputs. These include auditory, tactile, visual, and kinesthetic.
Here, we refer to Multiple Modalities of Learning as purposefully engaging students through multiple sensory inputs. These include auditory, tactile, visual, and kinesthetic.
For example, students could be allowed to choose between two forms of supplemental input: Watching a video or Reading a text.
For example, students could be allowed to choose between two forms of supplemental input: Watching a video or Reading a text.
Similarly, students could be allowed to choose among multiple activities for reinforcing a learning objective: Using Manipulatives to create a Physical Model or Using Imagery to create a Visual Model.
Similarly, students could be allowed to choose among multiple activities for reinforcing a learning objective: Using Manipulatives to create a Physical Model or Using Imagery to create a Visual Model.
For a deeper look at engaging students with multiple modalities of learning, we recommend investigating Howard Gardner's Theory on Multiple Intelligences.
For a deeper look at engaging students with multiple modalities of learning, we recommend investigating Howard Gardner's Theory on Multiple Intelligences.
Quick Note: when we are thinking about Multiple Modalities of Learning - we value both activities that are technology-enhanced (example: gamified math practice like Prodigy) and those that are not (example: gamified math practice using Board Games). In both examples, students would need to solve a math problem correctly to then engage in the game. In the online version, students would receive immediate feedback from the computer program; in the offline version, students would receive immediate feedback from their peers.
Quick Note: when we are thinking about Multiple Modalities of Learning - we value both activities that are technology-enhanced (example: gamified math practice like Prodigy) and those that are not (example: gamified math practice using Board Games). In both examples, students would need to solve a math problem correctly to then engage in the game. In the online version, students would receive immediate feedback from the computer program; in the offline version, students would receive immediate feedback from their peers.
When thinking about Multiple Depths of Knowledge within the context of the Knowledge Deepening segment, the biggest point is that we desire to help students use effective learning strategies to process new information in ways that promote longer-term retention.
When thinking about Multiple Depths of Knowledge within the context of the Knowledge Deepening segment, the biggest point is that we desire to help students use effective learning strategies to process new information in ways that promote longer-term retention.
To this end, we need to help students get beyond rote memorization of random facts (DOK 1) and engage students in activities that require deeper-level thinking like comparison (DOK 2) and justification (DOK 3). Please know, we do not wish to imply that DOK 1 activities are necessarily bad. Generally speaking, all practice is good.
To this end, we need to help students get beyond rote memorization of random facts (DOK 1) and engage students in activities that require deeper-level thinking like comparison (DOK 2) and justification (DOK 3). Please know, we do not wish to imply that DOK 1 activities are necessarily bad. Generally speaking, all practice is good.
Allowing students to choose among multiple DOK level activities facilitates both greater potential for differentiation (potentially requiring high flyers to take on more of the DOK 2/3 activities) and greater potential for students to guide their path through the learning objectives in accordance with their interests. Addressing the latter, in a Social Studies classroom students might be able to choose which of the learning objectives (examples: Reasons for WWI, Major Battles of WWI, Impact on the US) they desire to dive deeper into when tackling the DOK 2/3 activities.
Allowing students to choose among multiple DOK level activities facilitates both greater potential for differentiation (potentially requiring high flyers to take on more of the DOK 2/3 activities) and greater potential for students to guide their path through the learning objectives in accordance with their interests. Addressing the latter, in a Social Studies classroom students might be able to choose which of the learning objectives (examples: Reasons for WWI, Major Battles of WWI, Impact on the US) they desire to dive deeper into when tackling the DOK 2/3 activities.
Attribution: Alice Keeler. Embedded Image & Article Here.
Quick Note: Within the context of the Knowledge Deepening segment, we are not reaching toward DOK 4 - this is reserved for the Knowledge Application segment of BlendEd Best Practices.
Quick Note: Within the context of the Knowledge Deepening segment, we are not reaching toward DOK 4 - this is reserved for the Knowledge Application segment of BlendEd Best Practices.
2 Organizational Plans for Promoting Choice
2 Organizational Plans for Promoting Choice
Some educators prefer to organize the Must Do's / May Do's that they develop for students around components included in their district's instructional model. This may include things like:
Some educators prefer to organize the Must Do's / May Do's that they develop for students around components included in their district's instructional model. This may include things like:
- Identifying Supplemental Input: Readings / Videos that provide more information on the learning objective.
- Identifying Supplemental Input: Readings / Videos that provide more information on the learning objective.
- Student Processing of Key Concepts: Activities that promote longer-term retention of new concepts.
- Student Processing of Key Concepts: Activities that promote longer-term retention of new concepts.
- Recording / Representing Content: Activities that help students understand how parts fit together.
- Recording / Representing Content: Activities that help students understand how parts fit together.
- Guided / Gamified Practice: Activities that require students to apply the new concepts.
- Guided / Gamified Practice: Activities that require students to apply the new concepts.
- Worked Examples: Activities that require students to explain their thought process when applying new concepts.
- Worked Examples: Activities that require students to explain their thought process when applying new concepts.
Some educators prefer to organize the Must Do's / May Do's that they develop for students around they types of activities they plan to implement. This may include things like:
Some educators prefer to organize the Must Do's / May Do's that they develop for students around they types of activities they plan to implement. This may include things like:
- Whole Group Instruction: What ALL students will do together as a whole class.
- Whole Group Instruction: What ALL students will do together as a whole class.
- Small Group Instruction: What SOME of the students will do in a smaller group session with the educator.
- Small Group Instruction: What SOME of the students will do in a smaller group session with the educator.
- Independent Practice: What individual students will do.
- Independent Practice: What individual students will do.
- Collaborative Practice: What groups of students will do.
- Collaborative Practice: What groups of students will do.
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