Dr. Spencer Kagan
"There is an inverse relation between teacher talk and student learning."
"There is an inverse relation between teacher talk and student learning."
One of the problems with the traditional model of teaching is..."students spend very little time actively engaged. The teacher is doing most of the talking most of the time....[Students] hide. They opt out. Traditional teaching engages some of the class but many students can easily slip through the cracks."
RESEARCH ON WHY IT IS ESSENTIAL THAT YOU USE ACTIVE LEARNING STRATEGIES, LESS LECTURE AND ENCOURAGE ALL OF YOUR STUDENTS TO ENGAGE IN MATHEMATICAL DISCOURSE:
-Dr. Spencer Kagan
"I have been fond of saying there is an inverse relation between teacher talk and student learning. Traditionally, we have defined good teaching as good talking — words out of a teacher's mouth. Those of us using Kagan Structures define good teaching as that which produces important learning; good teaching is associated with rich experiences. We teach not with words but with experiences. The teacher stops talking and lets students interact with each other and with the curriculum. If a teacher teaches with words, learning stops when the lesson is over. If a teacher has students learn from their experiences, they become life-long learners."
"I have kids that can't hide anymore." --- Teacher on why they like Kagan Structures
"It's all about engagement!"..."Are we satisfied creating classrooms in which students can do nothing, hide?"-- Dr. Spencer Kagan
-Dr. Spencer Kagan
"For a variety of reasons, our students remember far more of what they say than what they hear. Listening is passive. While listening to a teacher, not nearly as much goes on in the brain as when students put their thoughts together, verbalize their thinking, and interact with others who might have different information or a different point of view. So, if our goal is understanding and retention, our best course is to frequently stop talking and let our students talk. But then, if we are going to have our students interact, we need to carefully structure that interaction so all students participate about equally. With frequent, carefully structured processing in place, we promote better learning for all students."
Kagan, S. Tellin' Ain't Teachin': The Need for Frequent Processing. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring/Summer 2015. www.KaganOnline.com-Dr. Spencer Kagan
"Because teachers are teaching to and engaging only the high achieving students, it is predictable that low achieving students become bored, disengaged, discipline problems, and drop-outs.
This dismal picture can be remedied rather easily. Teachers can abandon traditional, inequitable instructional strategies, adopting instead simple, proven strategies that engage all learners equally.
After asking a question, teachers choose among the high achieving students to respond, leaving the low achieving students to daydream. In the same amount of time, if those teachers adopted simple engagement strategies, they could have every student respond. Why engage one student when just as easily we could engage all students? Neuroscience reveals a fundamental principle of brain development: You use it or lose it. Dendrite connections that are not used are pruned. By failing to engage the brains of large segments of our student populations, rather than promoting brain development, we are actually allowing brain atrophy! Further, without intending and without realizing it, teachers worldwide are structuring the interaction in their classrooms so students actually hope for and take delight in the failure of their peers. "
-Dr. Spencer Kagan
"Because there is a strong need for multimodal input, if the academic content is presented in only one channel, for example, teacher talk, the rest of the student's processing will be on non-academic content including doodling, memories, fantasies, and attention to the hemline of the student in the seat in the next row! The more the content is presented mulitmodally, the more it will occupy the attention of students, and the more it will be retained."
Kagan, S. Kagan Structures are Brain-Based. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Winter 2001. www.KaganOnline.com
-Mrs. Jodi Van Wetering's Students' Quotes, Downers Grove North High School
"The class has a warm environment. You got to know everyone and feel more comfortable with asking questions."
"I think working in groups is fun! It shows me that other people may be having the same problem or something I can help them with or they can help me with."
"I enjoy working in a group like this because that way I can socialize and discuss what I am struggling with. I like comparing answers during review. I'd much rather learn this way than in rows with a lecture."
"I enjoy math class for the first time. I learn and have fun."