Presentation Model
1) Preinstructional Tasks
Choosing content:
Economy- carefully choosing amount of information and making it clear/simple
Power- basic concepts are presented in straightforward and logical ways
Conceptual Mapping- arrange key concepts of lesson in a logical pattern
Determining Prior Knowledge:
For new material to be meaningful, it must be connected to what is already known
New material must be at the learner’s current level of development
Teacher must informally assess students constantly and adapt appropriately
Choosing Advance Organizer:
Organizer is the “intellectual scaffolding” of new knowledge
Must relate to prior knowledge and be at a higher level of abstraction than the subsequent
learning materials
2) Instructional Tasks
1) Explain Goals- give students abbreviated lesson plan so they know expectations
2) Establishing Set- Access prior knowledge, possibly by recapping yesterday’s lesson
3) Present Advance Organizer- must be precise and clear
4) Present Learning Materials- concepts must be clear
explaining links- explain the logic and relationships within new concepts
Rule-Example-Rule - provide a concept, give an example, restate concept
Signposts and Transitions- verbal summaries that restate main ideas of presentation
Enthusiasm- show interest in ideas but don’t just perform for entertainment’s sake
5) Checking for understanding and extending student thinking
watch nonverbal behavior of students, such as confused looks, frowns, or nodding heads
Signal system- ask students for thumbs up if they understand, thumbs down if not
Choral response- students answer question in unison
6) Extending Student Learning
classroom discourse (having students discuss new material) helps them integrate new
information into prior knowledge and understand relationships between concepts
3) Postinstructional Tasks
Testing and grading students on presented information
Testing should not just be simple information recall
Test frequently, rather than one or two big tests
Perspective and Rationale
Structure and Organization of knowledge (Jerome Bruner, 1960)
knowledge is organized into disciplines, which are taught by teachers
*each discipline has a set of key concepts
*concepts supporting each discipline should be taught, rather than disparate facts
Cognitive Structure (David Ausubel, 1963)
how the human mind organizes ideas
This structure determines a learner’s ability to deal with new ideas/relationships
*Meaning from new material comes from tying new material to existing cognitive structures
*Formal education should organize info for students in clear and precise ways
Cognitive Psychology of Learning
Schema Theory- people organize info about specific subjects into a schema and this
influences how they process new info
Two Types of Knowledge (Ellen Gagne, 1985)
Declarative- knowledge that something is true
Procedural- knowledge of how to do something
*these two types of knowledge are acquired differently
Knowledge Representation
basic units of knowledge are called propositions or ideas
*propositional networks filter new info and determine how it will be integrated/retained*
Prior Knowledge
working memory- the place where conscious mental work is done
long-term memory- info stored for a long time, must be retrieved by cues into working memory
in order to be used
Knowledge Base
Set Induction- technique that helps students retrieve appropriate information and intellectual skills from long-term memory, gets them ready for new information and skills
Advance Organizers- prior to lesson, teacher provides organizer as an anchor for subsequent information
Teacher Clarity- teacher must thoroughly understand content and present it in meaningful and logical way
Teacher Enthusiasm- (not be confused with theatrics) evidence is inconclusive on effects
Main Features of Presentation Model
Teachers present advance organizers to students prior to new information
Assessment during and after instruction to increase learning
Presentation focused mainly on Declarative Knowledge
Goal is to help students acquire, assimilate, and retain information
STEPS:
1) Present objectives of model and establish set
2) Present Advance Organizer
3) Present learning materials
4) Extend and strengthen student thinking (question-response)
Goals, Set and Advance Organizer
Ok, class today we will be learning about the water cycle, which is also called the hydrolic cycle. The agenda is on the board, and the goal of the lesson is that you will understand that water moves through a cycle in the form of liquid, gas, and solid. Has anyone noticed how much rain we’ve had this week? Ever wonder about where the water comes from or where it goes after it falls on us? Well, that is what we are going to learn today. As we talk about the water cycle, I want you to keep in mind that there is a wide diversity of climates in the world and I want you to think about how the water cycle in these areas would vary because of local differences.
Precipitation Information
After the water enters the lower atmosphere, rising air currents carry it upward, often high into the atmosphere, where the air cools and loses its capacity to support water vapor. As a result, the excess water vapor condenses (i.e., changes from a gas to a liquid) to form cloud droplets, which can eventually grow and produce precipitation (including rain, snow, sleet, freezing rain, and hail), the primary mechanism for transporting water from the atmosphere back to the Earth's surface.
Precipitation varies in amount, intensity, and form by season and geographic location. In most parts of the world, records are kept of snow and rainfall. This allows scientists to determine average rainfalls for a location as well as classify rainstorms based on duration, intensity and average return period. This information is crucial for crop management as well as the engineering design of water control structures and flood control.
The world's record for average-annual rainfall belongs to Mt. Waialeale, Hawaii, where it averages about 450 inches (1,140 cm) per year. A remarkable 642 inches (1,630 cm) was reported there during one twelve-month period (that's almost 2 inches (5 cm) every day!). Is this the world record for the most rain in a year? No, that was recorded at Cherrapunji, India, where it rained 905 inches (2,300 cm) in 1861. Contrast those excessive precipitation amounts to Arica, Chile, where no rain fell for 14 years
Some precipitation falls as snow and can accumulate as ice caps and glaciers, which can store frozen water for thousands of years. Although the water cycle sounds like it is describing the movement of water, in fact, much more water is in storage at any one time than is actually moving through the cycle. The vast majority, almost 90 percent, of Earth's ice mass is in Antarctica, while the Greenland ice cap contains 10 percent of the total global ice-mass.
Take-Home Test. Due tomorrow.
Match
A. Cloud formation
B. Rain, sleet, and snow
C. Absorption of water on the ground
D. Sun’s effect on bodies of water
E. Moisture via plants to the atmosphere
F. Water cycle
Fill in the Blank
Short Answer