Lesson 1- Ready for Rigor Instructional Design - Focus on Expanding Students’ Intellectual Capacity
ACCELERATING LEARNING FOR UNDER-PERFORMING STUDENTS
TIMING/TASKS: Video Length 16 minutes. To complete this lesson: 1) Watch video to end; 2) Read additional text below; 3) Download & complete exercise(s) in right column
Focus on Helping Chronically Dependent Students
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I understand that supporting dependent learners during the elaboration stage (CHEW) will require strengthening the three core enabling areas — thinking dispositions, academic language, and cognitive routines. And I understand the role that these core enabling areas play in helping dependent learners start their information processing cycle when presented with a new task.
I know the difference between thinking skills, thinking routines, and thinking dispositions.
I know the beginning moves for coaching a dependent learner to use dispositions to rewire their brain’s starting point for information processing of new content.
One of the biggest challenges we face in helping dependent learners is getting them past their own cognitive bias. They have steps and procedures that aren’t working for them, but they continue to use them to make sense of the content and the instructional tasks.
Thinking dispositions are meant to be the first set of operations the brain engages in when starting the elaboration (CHEW) stage. Remember attention is fueled by intellectual curiosity. But what comes after that? Thinking dispositions! All brains do it. And we rewire to upgrade and expand this process as we move through new levels of proficiency at each grade level.
Your job in this lesson is to understand, as a cognitive mediator, what thinking dispositions are (and are not) so that you can introduce them to dependent learners in a way that gets students using them, to the point that they become internalized as the student’s new algorithm for meaning-making.
ACTION ITEMS
Do some “kidwatching” to assess your dependent learners’ capacities in the three enabling capacities.
Select two students who fit your dependent learner profile and track for a week how they engage in academic conversation, get oriented and started with a new task by themselves, and move themselves through their information processing cycle.
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