Table Of Content

OISS/UT’s Magazine jjorSchools FourTheme Issues PeryearDevoted to education Vol. 32, No. 4, 2002 BnHHI- * : LLIGENCE GuestEditor: Barrie Bennett A Mapping Change Think Framin \ ^ , Computers Quest;, /Share n Rubric* OntarioInstitute ForStudiesinEducation aftheUniversityofToronto 72006 86360 7 orbit OISE/UT’s MagazineforSchools Table of Contents Volume32, Number4,2002 Instructional Intelligence GuestEditor: BarrieBennett Orbitpublishesfourthemeissuesper INSTRUCTIONAL CHANGE: volumeontopicsofconcernandrelevance forteachersandadministratorsworkingin Instructionally intelligent ... WORKING TOGETHER schoolsandschoolsystems,fromjunior SociallySmart 1A kindergartentotheendofhighschool. Graphic Organizers: BarrieBennett EDITOR Visualtoolsforlearning HeatherBerkeley SandraMcEwan&JohnMyers ACTINGASSISTANTEDITOR NSTRUCT1ONALORGANIZERS: Dawn Martin UI NDERSTANDINGTHELEARNER Questions asTechnology EDITORIALBOARD Questionsandquestioningmaybethe EleanorAdam, ProgramManager, Understanding Brain-based ContinuingEducation,OISE/UT mostpowerfultechnologiesofall David Booth, ProfessorEmeritusOISE/UT Research JamieMcKenzie KimGordon,VicePrincipal, Cognitivepsychology,neurobiologyand TheBishopStrachanSchool LindaGrant, LindaGrant&AssociatesInc. education Af\ Outside Organizations: David Hunt, ProfessorAdultEducation, RoyGreenwood OISE/UT Cantheyaffectinstructionalchange? ClaSyimLcafoleeuCro,uRnetsyeaDirscthricMtanSacgheoro,l Board JerryL.Waddle PeterLipman Our Brain’s20-Year TaitLuste,Teacher,TorontoDistrict DevelopmentalTrajectory Going Beyondthe Basics: School Board PatriciaGoldblatt,OntarioCollegeof Connectingbiologytopedagogy JL Adistrict’scommitmenttoextend Teachers RobertSylwester DouglasMcDougall,AssistantProfessor, instructionalIntelligence Curriculum,TeachingandLearning, BarryMcKillop OISE/UT John Myers,Curriculum Instructor, OISE/UTonSecondmentfromthe INSTRUCTIONALPRACTICE: OatlandsSchool: TorontoDistrictSchool Board MEETINGTHE LEARNER’S NEEDS Carol Rolheiser,AssociateDean,OISE/UT Ajourneyofself-improvement PaPuelelVaDnidsetrrihcetlSmc,hoVoilceBPorairndcipal, Multiple IntelligencesTheory: OatlandsStaff Alensforguidingprofessionalpractice ORBITEDITORIALOFFICE KarenGoodnough SociallySmart... OISE/UT 252BloorStreetWest Instructionallyintelligent: Toronto,Ontario MichaelFullan MSS 1V6 Instructional Intelligence: Phone:(416)923-6641,ext.2533 Asnapshot Fax:(416)975-1925 E-mail:[email protected] JohnMazurek [email protected] Website:www.orbitmagazine.ca 22 TeachersTalkAbout Instruction Layout:TracyChoy, BTTCommunications StephenE.Anderson PrintedandBoundinCanada byBTTCommunications 27 Instructional Intelligence in ORBITSALESANDCIRCULATION Physical Education OISE/UT AndyAnderson 252BloorSt.West Toronto,Ontario M5S1V6 Phone:(416)923-6641,ext.2533 Fax:(416)975-1925 E-mail:[email protected] SecondClassMail Registration Number4511 ISNN0030-4433 CanadianPublicationsMail Product . ? Instructionally Intelligent . . Socially smart Barrie Bennett The rationale for this article, and the Orbit • having an extensive repertoire ofinstruc- issue,stemsfrommyexperiencewithedu- tional methods thatyou can integrate in a Effective teachers, like effective cators from around the world.We simply do varietyofways not have a common way ot thinking about • having the ability to wisely go about the employeesin all occupations, have instruction and how it plays out in the class- processofeducationalchange; room. Jerome Bruner’s commentis apt, that • having a personality that encourages stu- ways ofthinking about what they whatwelackineducationisaclearlyarticulated dentstowalkintoyourroom. theoryofinstruction. do anda corresponding repertoire Any artist can go to an art store and pur- Perhapsyoucanlistothers. chase paints; any teacher can attend a work- ojways to do things. shop to acquire additional instructional THEQUESTION processes.Theartistscansaytheyarecubists; What areyou thinking about whenyou decide to environments in the moment as they sense, the teacherscan saythey are constructivists. givea mini-lectureorassigngroup workora Venn select, integrate, and respond to the endless Thatdoesmakethosepeopleartistsorteachers. Diagram? Perhaps you decide to use Reading classroompressuresandpossibilities. Havingarepertoireandphilosophyareinsuffi- RecoveryoraprocessassimpleasThinkPairShare. Atthesimplestlevel,whatthepublicasksof cient necessities in becoming artistically or Whatleadsyoutothesedecisions teachersistod—emonstrateexpertbehaviourin instructionallyintelligent. theclassroom todothebestforkids.Alsoat Effectiveteachers, like effective employees ConsidertheThinkPairSharetacticwhichisone thesimplestlevel,expertbehaviouriswhatwe in all occupations, have ways of thinking ofthe least complex ofapproximately 300 co- expectofsomeonewhorebuildstheengine of about what they do and a corresponding operative learning tactics. Think about all the acarorrepairsawashingmachineorrebuildsa repertoire of ways to do things. Hundreds things the teacher could or should consider if hip or operates on our eyes. So, to expect of books on education contain hundreds of ThinkPairShareisgoingtobeappliedeffectively. expertbehaviourfromteachersseemsreason- methodsonhowandwhattoteach.Yetwetake Ifweemployedarubric,whatwouldLevelFour able.Ofcoursewhenwestepbackandconsider for granted that teachers are instructionally look like for the teacher who employed this that teachers are spending five to six hours skilled. processintheclassroom?BeforeIrespondtothis a day for approximately 200 days a year Some of you would no doubt appreciate a question, I wouldliketoillustratewhyIbelieve withapproximately 25 to 30students, it may clear definition of instructional intelligence. instructionalintegrationisworthconsidering. appear to be more akin to being reasonably I can’t provide that. But I can tell you that a impossible.Teachers are not simply one-on- number of areas must be integrated in order DEVELOPINGAPERSPECTIVEON one with a piece of technology or wi—th the tor an educator to demonstrate instructional INSTRUCTIONALINTEGRATION needsorproblemsofoneortwoclients asin intelligence: Inaplayfulwaythisarticleisworkingatillus- bankingormedicineorlaw. • havingarichandmeaningful repertoire of tratingtheunlimitedanddelightfulpossibilities So,whatisexpertbehaviour?Atthebroadest waystoassesslearning that exist in the design ofpowerful learning level, expert behaviour is what one person • having a deep knowledge and ability to environments. Iamarguingforamoreintegra- does as the result ofintense and thoughtful intersectmultiplecontentareas tionist position; one thatrealistically reflects effort over time; about ten years ofintense • havinganextensiveunderstandingofhow howexperiencedandeffectiveteacherscreate effort (Bereiter & Scardamalia, 1992). Para- studentslearn learning environments and create those llelingthatliterature,theresearchonintelli- ... Instructionally Intelligent 1 Introduction — PMI Positive,Minus,Interestin—g *(Athinkingorganizer) ThinkPairShare • (Agrouporganizer) PMI assists in makingwisedecisions itisoften connectedto Studentsareaskedtothinktothemselves,then sharewith theareaof—criticalthinking. apartnerTo beeffective,studentsmustlistentoeach other • Positive Reasonswhysomethingisagood ideaor and ensurethatnotjustonestudentdoesallthetalking. An decisio—n. alternative isThinkPairSquare.Onepersontalks,thenext • Minus Wh—ysomethingwon’tworkorisan unwise idea. person hasto paraphrasewhattheperson said,thenthat • Interesting Thepositionoraction onetakeshaving person shares,andthenextperson hastosharewhatthat balanced outthe Positivesand Minuses. personsaid,etc. — EBS Examine BothSides • (Athinkingorganize—r) Numbered/Lettered Heads • (Agrouporganizer) EBS isconnectedtothe processofcriticalthinking searching Groupsnumberoff(1,2,3) orletteroff(A,B,C). An fortruth.Thistacticencouragesstudentsto lookattheworld effectivewayofincreasingtheconceptofaccountabilityand from another’s perspective,unlikeadebatewherestudents assistin initiatingatransition,orin handingoutand collecting selectand defend one position. materials. Fish Bone • (Agraphicorganizer) Value Lines • (Athinking/emotionsorganizer) Fish bone isusedtoorganize informationand isoften used in Value Lines pushesstudents'analysisandevaluation levels.Even problemsolvingorto identifyandorganizefactors.Thehead of though studentshaveonlytwochoices,Theyhaveawide-range theFish Boneprovidesthe issueorideathatactsasthefocus ofvalues betweenthosetwoextremes. Interestinglyas forthethinking,studentsorganize ideasaccordingtosometype studentsexploretheirthinkipgftiroundthosefeeli/fgsthey ofclassificationofthemain ideasandsub ideas. often makecompletereversals intheirpositioning Venn Diagram • (Agraphicorganizer) WalkAbout • (Buildingrelatidioships Venn diagramsareusedtoorganize information and invite WalkA-boutlinksothermorecomplexprocesses.Itbuildsindi- the learnertoaskhowarethingsthesameand howarethey vidual accountability,physical movementan3varietyintothe different. Venndiagramsdo nothavetooverlapand can occur learningprocess.Onestudentfrom agroupjoinsapeAfer asonecirclewithinanotherortwocirclesnottouching. groupand sharesthehomegroup’s ideas,Thjrstuderftthen returnsywiththecorhifeffEs^nd ideasgathered. A gencereportsthatone’s IQisnotatrustwor- designand supportofthatjourney.Theymust thyfactorinpredictingsuccess.Thebetterpre- Teachers are not simply one-on-one collectivelyhavethe abilityto initiate,imple- dictorisintelligentbehaviour. Perkins (1995) ment,andsustaineducationalchange. inhisbookOutsmartingIlfTheArtofLearnable with a piece ojtechnology or with Currently,toomuch instructional informa- Intelligencereportsthatintelligenceispredicat- tionis rainingdown onteachers’ heads. Per- edonacombinationofdeepknowledgewithin the needs orproblems ofone or haps it is time to consider the whether; multipledomains, theabilitytorecognizepat- whether or not teachers can meaningfully terns, the ability to thoughtfully access an two clients—as in banking or implementeverythingtheyarebeingaskedto extensiverepertoireofstrategies, andtaking implement. BelowI presentanorganizerthat timetoreflect. 1 see“intelligentbehaviour”as medicine orlaw. attempts to make some sense of all these synonymouswithexpertbehaviour. instructionalmethods. What might some of the components of schoolandwithinthedistrict) andbesimulta- expertteachingbehaviourbe?Wehaveasked neouslyempathetic,caring,enthusiastic,polite, Organizer thatquestionofteachersandreadtheliterature humourous,organized,fair,with-it,andassertive. Sohowdoyoumakesenseofalltheinstructional forthelast25 years. Itseemsthatwhatweare Whatweareafterissupportingteacherson possibilities?Here’salistofinstructional“stuff” asking ofteachers is to take the influence of ajourneytobecomeexperts.Wewantexpert that you as a teacher have as resourses. How theirpersonalityandtointegratetheirunder- teacherswhocollectivelydemonstrateintelli- wouldyouinvitethemtoplayoutinthedesign standingofcontent,ofinstructionalprocesses, gentbehaviourinthedesignofpowerfullearn- ofalearningenvironmentinyourclassroom? ofasses—sment,andtheirunderstandingofthe ingenvironments.Andwewantalltheplayers •ThinkPairShare learner to do it collectively (within the in this process to become key players in the • cooperativelearning orbit, Vol 32, No 4, 2002 Call 41 6 923-6641, ext. 2533 to order Orbit or visit www.orbitmagazine.ca 2 GalleryTour(Aprocessingtactic) Place Mat(Anorganizingtactic) Astudenttapesorpinsupaworkcompletedbyhis/hergroupthen Groupsofstudentsworkbothaloneandtogetheraroundasingle standsbyitandexplainsittoasmallgroupofotherstudentswho pieceofpapertosimultaneouslyinvolveall members.Thepaperis visit. About2/3oftheclassaretouringand 113aresharing.They divided up intopiecesbasedonthenumberofmembersinthe thenrotateuntileachpersonhashadachancetoshare. group,withacentralsquareorcircle.Studentsrecordtheirreflec- tionsand ideasrelatedtoakeyquestionorissue.Manyvariations InsideOutsideCircles(Asharin—gtactic) arepossible,fromsimplysharingwiththeirgrouptoeachchoosing CoO Studentsareplaced intwocircles onecirclewithintheother; theirmostimportantissueforthecentre,tocuttingouttheirsec- eachstudentfacinganother Studentshave 5to 30secondsto tionand recombiningwithothergroups. 1 think\boutthequestionontheboard,thenthe inside person is askedtosharewiththeperson ontheoutsidetheirattemptto Graffiti (Anideageneratingtactic) solvethequestion.Thentheoutsideperson sharesorextends Thiscreative brainstormingprocess involvescollectingthewis- thethinking-oftheinsideperson.Thentheoutsidepeoplerotate dom ofall ormostoftheclass.Eachgrouphasalargepieceof onetothe leftorright,readyforthenextquestionand interac- paperwhich hasatopic (sameordifferent) inthe middle. Stu- tionwith~anewsperson. dentsget30secondstothinkandthen 60-90secondsto indi- viduallybutsimultaneouslyrecordtheirideasonthe paper -ourC^rit^s^WNfivo/uotiontactic) Theythen stop,stand up,andgo,asagrouptoadifferentpiece Beginwith astatement,issueorquestion andstudentschoose ofpaperand againwritetheirideas.Theycontinueuntil each aConnerthatbestcapturestheirperspective,vieworresponse, grouphasvisitedeach oftheothers. stronglyagree,agree\stronglydisagreeand disagree.They ;., movetothatcornerands\arewiththeotherstheirwhythey Team/Games/Tournament(Checkforunderstandingtactic) made thatOecisicm TGTisusuallyemployedasacheckforunderstandinginformationthat wastaughtoracquired.Studentsworkinahometeamofthreeand Three/Step,fnteWiew(fheckjbrunderstandingtactic) reviewtheinformationlearned.Theythenbreakintotournament Studentsareencouragedie^nare\heirthinking,askquestions groupswhereonestudentfromeachgroupgetstogetherwithtwo andtakkrnotes. Eachstudentisassignedaletterthen each is students,eachfromoneothergroup.Tournamentgroupsthen assignedaiple:A=Interviewer;B=lnte^viewee,C=Reporter. respondtoanumberofquestionsthatareoncardswiththeanswers Theroles rotateaftereach interview. ontheback.Whentheyhavecompletedthequestionsorthetimeis up,theyreturntotheirhometeamandadduptheindividualtourna- mentscores.Thegroupwiththemostpointsreceivesanincentive. •brainresearch •feelingsafe dentisnotgoingtowillinglyengageinapaired •accountability •brainstorming discussion.Youmightalsoconsiderwhetheror •waittime •positiveminusinteresting(PM1) notyourstudentshavethecollaborative skills •lecture •activeparticipation of “actively listening” and “paraphrasing” •respondingtostudentresponses •multipleintelligence (cooperativelearning) ... whatiftheyputeach •mindmapping •multiculturalism other down? In a parallel vein, consider •at-riskstudents • learningdisabilities whetherornottheyarereadyto have“boys” •genderissues talking to “girls” (gender) and will students •success Let’s return to the question asked earlier: talk with students who are not that popular •modeling/demonstration “What areyou thinking about whenyou decide to (twootherversionsofsafety).Whatifyouhave •distributingresponses give a mini-lecture or assign group work or a Englishas Second Language students (multi- •conceptattainment Venn Diagram?Perhapsyou decideto use Reading culturalism) or a student with autism or •covert/overt RecoveryoraprocessassimpleasThinkPairShare. Downes Syndrome or a Learning Disability; •convergent/divergentthinking Whatleadsyoutothesedecisions?Whichitemsinthe whatadaptationsneedtooccursothattheycan • learningdisabilitiesresearch abovelistcanbelinkedtoThinkPairShare?” participateornotfeelleftout? •levelsofthinking(Bloom’sTaxonomy) ToinitiateThinkPair Share,the teacherhas In order to get your students talking, one • checkingforunderstanding to considerwhetherornotthe students feel optionyouhaveistoframearequestorques- •threestepinterview safe sharing with one another. The brain tion.Thatimpliesasensitivitytoclearlyfram- •academiccontroversy researchinformsus thatthe“brain”needsto ing questions or requests. What level of •Jigsaw feel safe. Ifitdoesnotfeel safe,then the stu- concernwillyouinvoke;willtheyonlyshare I n s ructionally Intelligent 3 —— K Introduction with each other or will some be randomly Think PairShare?Youmusthavehadanobjec- theybeskilledatThinkPairShare?Whatifyou selectedto sharewiththe class? Whatifyou tiveoroutcome. Ifnot,whydidyouselectit? are involving students in Taba’s Inductive simply ask them to—share; how do you know Now, in decidingto randomly call on several Thinking strategy, Bruner’s ConceptAttain- they will both talk what if one person is students to respond, you must consider that ment Strategy, or the Johnsons’ Academic moretalkative,theotherquieter? Whatlevel youareaskingstudentstosucceedorfailpub- Controversy. Howcanyouactivelyinvolveall of thinking (say from Bloom’s or Aschner’s licly. Howwill yourespondtotheirresponse? studentsinsharingtheirthinkingandhypothe- Taxonomy) will youselectinthedesignofthe Whatiftheygiveyouacorrect,incorrect,par- sesifyoudonotactivatesomethingsimilarto question?Will itbeaconvergentordivergent tially correct response, or a silly response, a ThinkPairShare? question (we knowtheyserve different pur- guess, a convoluted response or even a no WehaveseenThinkPairSharefailonanum- — poses)? Depending on the complexity ol the response? Should you suspendjudgement or ber of occasions; and for good reason it’s questionortheuncertaintyofthequestionyou judgetheirresponses?Whateffectwillithaveif easytounderstanditsstructure,it’sdifficultto mustdecide howmuchwaittimetoprovide. youselectoneofthosetwojudgementoptions? implementtheprocess. Weknow thatwaittimeincreases successby Howwillyoumakesuretheysaveface? Whatfollowsisanattempttoexplain—theele- allowingstudentsto workintheirheadsfirst Last, consider how you can integrate gancethatbeliesinstructionalsimplicity away (covertthinking)beforesharingtheirthinking ThinkPairSharewithmorecomplexinstruc- to group all the instruction “stuff’ presented (overtaction). tional processes. What if you attempt to above.Thegroupshavebeencreatedusing“Hilda Once theyhave share—d, theyare obviously employ Jigsaw and the students cannot do Taba’s Inductivethinkingstrategy”andlabelled going to do something or else why invoke ThinkPairShare;eventhoughJigsawdemands accordingtotheliteratureorinstruction. chart Conceptual Framework for an Instructional Repertoire i. Pedagogy Instructional Organizers 1. Structure: The instructional concepts,skills,tactics,strategies, 1. Structure: Frameworksthatorganize an array ofinstructional and organizersthatateachercan applyto affectlearning. ideas and practices into an interrelated yetopen-ended peda- 2. Purpose: To increasethechanceswe moreeffectivelymeetthe gogical set. needs ofthe learner. 2. Purpose: Theyactaslensesthatclarifyorenhancecommunica- 3. Examples: Interest (concept),WaitTime (skill),Think PairShare tion andthoughtaboutinstruction. (tactic), Mind Mapping (strategy), and Multiple Intelligences 3. Examples: Multiple Intelligences,Learning Styles, Bloom’sTax- (organizer) onomy,Children at Risk,Learning Disabilities 4. Argument: Pedagogical ideas and practices represent one of 4. Argument: Theyassistteachers in making decisions aboutthe — the critical distinguishing attributes ofa teacher pedagogy teaching and learning processthroughthe needs and inclina- assists in constructingameaningful learningenvironment. tionsofthe learner(s). Instructional Concepts/qualities Instructional Strategies Structure: Qualities ofeffective teaching and learning which Structure: These instructional practices involve a sequence of 1. 1. teachers seekto enactthrough the application ofavariety of steps ora numberofrelated concepts.Theyoften havegeneric instructional skills,tactics,strategiesand organizers. applicabilityacrossgrade levels and subjectareas. 2. Purpose: Provide lensesto understand how,when,and where 2. Purpose: Theyhavespecificalthoughvaryingeffectson student toapplyone’s instructional repertoire learning.They can affect logical thinking; social thinking and 3. Examples: check for understanding, humour, enthusiasm, action;memory;creativethinking,etc. accountability,relevance,caring,authenticity,novelty,meaningful 3. Examples: Cooperative Learning (Johnsons'approach:5 fac- 4. Argument: They increase the chances that a teacher more tors and a process;Thelan's Group Investigation: 6 steps) effectively selects and integratesthose instructional processes social theory; Mind Mapping (5 factors and a process thatmake adifference in studentlearning. informat—ion processing and memory; Concept Attainment (3 steps) information processing. 4. Argument: Theiruse is usually supported by research andthe- ory.They engage students in powerful learning processes and providealternatives in meetingthediverse learnerneeds.Com- pared to skills and tactics,strategies providethe largest effects on student learning.Notethattheydepend on skills andtactics foreffective implementation. orb it, Vol 32, No 4, 2002 Call 416 923-6641, ext. 2533 to order Orbit or visit www.orbitmagazine.ca 4 AN IDEAFOR INSTRUCTIONALDESIGN Forexample,iftheconceptwerescrewdriver responsestorespondtodifferentsituations.What David Perkins(1986) inhisbookKnowledgeas wewouldrespondwith: isyourrepertoire,howdoyouintegrate it,and Design arguesthatourthinkingandactionsare 1. Structure:ahandle,ashaftandashapeon howpowerfulOisitinmeetingthediverseneedsof oftenlimitedbecausewelackunderstandingof theendthatfitsintoscrews thelearners? the concepts that guide our thinking and 2. Purpose: it assists us in putting screws actions. He contrasts having “knowledge as intoobjects information”with“knowledgeasdesign.” 3. Model Cases: FlatHead, Robertsonand ABsarsroiceiatBeenPnreotftessiosraant Inourworkoverthelast 15years(Rolheiser, Phillips OISE/UT. He hastaught 1986; Bennett, Rolheiser, & Stephan, 1992; 4. Argument:Itgivesusmechanicaladvantage attheelementary, mid- Rolheiser, 1997; Bennett,Anderson, & Evans We apply these four questions to clarify the dle school, and high school levelaswellasin 1997)we have employed Perkins’ four ques- conceptsofPedagogy,Instructional Organizers, prisons, juveniledeten- tionstofacilitateunderstanding: Instructional Strategies, Instructional Tactics, tion centres, and group 1. Whatisthestructureoftheconcept? InstructionalSkills,Instructional Concepts,Inte- homes. Barrie is co- 2 Whatarethepurposesoftheconcept? grationandStackingInstructional Processes,and author of Cooperative Learning: Where Heart . Meets Mind and Classroom Management: A 3. Whatarethemodelcasesoftheconcept? Instructional Power. Obviously, Monet did not ThinkingandCaringApproach. He isco-author 4. Whataretireargumentssupportingor paintwithonecolour.Nordomasterchefslimit with Carol Rolheiserof BeyondMonet: TheArtful notsupportingit? themselves to one salad. Hair stylists, dentists, Science of Instructional Integration (2001) contractors all have an extensive repertoire of Toronto: Bookation Inc. InstructionalTactics Power* 1. Structure: An action usually invoked bytheteacherthat helps 1. Structure: Astatement (usuallya number) thatcommunicates achieve a specific purpose,usuallywithout a series ofsteps or theworthiness ofsomething. phases.Ifstepsorphasesarepresent,theyarelesscomplexthan 2. Purpose: It informs us ofthe effects we can expectto get as those found in Strategies.Tactics cut across most subjects and comparedto otherapproaches. grade levels,and maybe linkedto otherinstructionaltacticsand 3. Examples: howfast (time);how much (frequency orpercent); skills intheenactmentofa broaderstrategy. whatis remembered (total score);usuallyreferstoan effectsize 2. Purpose: To involvethe student in an activitythat has a parti- statistic.Effectsize represents howfaryou can movethe mean cularpurpose score ofone group (experimental group) awayfrom another — 3. Examples: de Bono’s CoRT—program (e.g.,EBS Examine Both (the control group). Sides ofan Argument; PMI Plus, Minus, Interesting); Kagan’s 4. Arguments: The size ofthe effectassists us in making decisions simplercooperative learning structures (e.g.,Think PairShare, related to whatwe decideto employ inthe classroom,aswell and InsideOutsideCircles). as,whatwe decideto learn asteachers as part ofourprofes- 4. Argument: They are often employedto enrich the application sional development. ofstrategies. InstructionalSkills IntegratingPedagogy 1. Structure: Specific and relativelysimple instructional actions of 1. Structure: The interconnected use ofinstructional organizers, teachersthatenhance learning. concepts,skills,tactics,and strategies. 2. Purpose: Theyassisttheteacherto mediatethe gap between 2. Purpose: To engage students in a variety of approaches to the learnerand the learning and increasethe chancesthatthe learningtoachieve multipleeffects. more complex instructional processes are effectively imple- 3. Examples: Theteacherstarts byaskingstudentstoworkwith apart- mented. ner to go through a Concept Attainment strategy to identify the 3. Examples: Framing questions at different levels ofcomplexity, essence of‘simile.’ Nexttheteacherasks studentstoworkaloneto providingtimetothinkafterasking a questions, linkingtothe classifyallthe NO examples andtesters intogroupsthat represent learners past experiences,checkingto see ifstudents under- otherfigures ofspeech.Theythen form cooperative groups offour; stand and providingavisual representation (e.g.,a model ofthe comparetheirclassifications,andthenthecomparetheirthoughtswith human heart). those oftheteacherduringamini-lecture.Finally,the studentswork 4. Argument: Withoutthem,we would find itdifficultto engage aloneinsmallgroupstocompleteamindmaponwritingtechniques. some/all learnersin learning.Withoutthe skills,the powerofthe 4. Argument: To more effectively meet the diverse needs and tacticsand strategies is drasticallyreduced. abilitiesoflearners. Instructionally Intelligent 5 Instructional Organizers Understanding Brain-based Research Cognitive psychology, neurobiology and education Roy Greenwood herecentfindingsfromneurologyandcog- T nitive psychology may revolutionize the We must work with the neurobiologists BRAIN RESEARCH wayeducatorscarryouttheirjobsbutitmaybe TELLS US... too earlytobejumpinginwithbothfeet.We andcognitivepsychologists to see what musttestthewatersandworkwiththeneuro- biologists and cognitive psychologists to see they arejinding andhowit might •The brain’sgoal issurvival. whattheyarefindingandhowitmightapplyto • Emotion is powerfullyconnectedto ourclassroom. apply to ourclassrooms. thinking. •The brain needsto makeconnections. DIFFERENTAPPROACHESTOTHEBRAIN •The brain is hard-wiredfor Howard Gardner’swritingonMultipleIntelli- workingwhentheindividualperformsvarious “experienceexpected"situations. gences,forexample,isworkdoneintherealm taskssuchasreading.Thisperspectiveissome- •The brain is“holistic.”Although some ofcognitivepsychology. Cognitivepsychology thingthatpreviouslyhadtobe done through areas havespecific responsibilities,the is research based primarily on observation postmortem studiesofindividuals. Knowing areasare interdependent. of behaviours and theories developed to the regions ofthe brain that are involved in explain these behaviours. This is research variousbrain functionshelpsthe neurologist •The brain rememberswhatis where the brain exists as a “black box.”The whenworkingwithanindividualwhohassuf- important. researcheristryingtoexplainwhatishappening feredsome sortofbraintraumabutasyetthe • Intelligence is mediated/enhanced by bychangingsituationsexternaltothebrainand applicationto educationmaybe limited (see social situations. observingtheresultantbehaviour. From these page8ofthisOrbitissue). •The brain uses25%ofavailable behaviouralobservationstheresearchertriesto justbecauseitisknownthatacertainpartof metabolicenergyat—rest,itneeds explain what is going on in the “black box.” thebrainisusedinlanguageproduction(Broc- oxygen on demand -thosewho Presently,littleifany,researchfromneurobiolo- ca’sarea) doesn’thelp the classroom teacher exercise increasethe blood supply gyexiststhateithersupportsorrefutes Gard- teachEnglish.However,knowingthatthispart tothe brain. ner’swork.Tosayitisresearchbasedonfindings ofthebrainislessmalleableafteracertainage • Brainsthat live in enriched from“brain”researchmaybemisleading.This maybeimportanttotheclassroomteacheror environments have40%more neuron doesnotnegatetheimportanceofthesefindings curriculumdeveloper. connectionsthan brainsthatlive in butunderlinestheneedfortestingtheseideasin Dr. Chugani, anAmericanpediatricneurol- bland environments. theclassroom,suchasthestudydoneby Karen ogist, has completed studies using imaging Goodnough(inthisissue).Itisbydoingthistype technologiesoninfantsandyoungchildrento • Dull,boringenvironments causethe ofactionresearchthatwecanaddfurtherevi- showwhich partofthebrainsbecome active lossofdendriticconnection.These dence to the theoryand how itapplies to our andwhen.Othershaveusedthisandotherdata environmentsare moredamagingthan classrooms. to compare itwith Piaget’s stagesofdevelop- enriched environmentsareat Neurobiologists, however, with recent ment. Neurobiologyresearchhasshown some enhancingbrain development. advancesintechnologycannowlookintothis correlationbetween Piaget’s stagesandbrain “blackbox”andseewhichpartsofthebrainare development. orbit.Vol 32, No 4, 2002 Call 416 923-6641, ext. 2533 to order Orbit or visit www.orbitmagazine.ca 6 , Another neurologist, Dr. M. Diamond, in ANEEDFORCAUTION EDUCATIONAL . 71 herworkon“enrichedenvironments”showed Educatorshavemuchtogainbymovingbeyond IMPLICATIONS OF that rats raised in enriched environments thebordersofourtraditionalresearch.Asour EMOTIONS developed more dendrites than those kept in bodyofknowledgeincreasesthroughimproved regularcages.Thisworkhasbeenappliedtothe research techniques and the development of developmentofchildreninprogramslikeHead technology, we must accept that we can no Educational Implications Startwhichprovideanenrichedenvironment longer be experts in all areas.We need to be We have more neuronsfromthe forstudents.Theassumption isthatmoreden- aware offindings from other disciplines and emotional partofthe brain connecting drites mean smarter individuals. This is not considerhowthesefindingsimpactuponour tothecerebral cortexthanthe reverse. necessarily true in that there are disorders practice.Ifwekeepourmindsopentothefind- The implication isthatthe emotionsare wheretheindividualhasmorethanthenormal ingsfromotherdisciplines,likecognitivepsy- capableofhighjackingthe cortex in less numberofdendritesandtheseindividualstypi- chology and neuorobiology, we will have a than amoment’s notice.Understanding callyfunctionbelowanormalfunctionallevel. greater understanding ofwhat we do and be emotions iscriticalto developmentand abletomakebetterdecisionsaboutwhat,when learning. NOCONSENSUSON INTELLIGENCE andhowcurriculumshouldbetaught. Thereisobviouslysomethingelsegoingonthat Ithasbeensuggested (Byrnes &Fox, 1998 Emotional Development wehavenotyetdiscovered.Neurobiologistsdo p. 328)thatdevelopmentalpsychologists,edu- • Recognizingemotions-selfawareness notyetknowwhatintelligencelookslikeinthe cational psychologists and teachers fall into • Managingmoods-selfcontrol brain, whether it is more dendrites, larger oneoffourorientationswithrespecttoneuro- • Motivation partsofthebrain,orotherpossibilities,andas scientificresearch: • Empathy the work of Gardner and others illustrates, 1. thosewhoreadilyaccept (and sometimes • Social skills cognitivepsychologistsareallnotinagreement over-interpret)theresultsofneuroscientific astowhatintelligenceiseither. studies Emotional intelligence relatesto In astudy of myown, I tried to lookatthe 2. thosewhocompletelyrejecttheneurosci- motivation and stress.Astudentwho two fieldsandseeifthereisacorrelation.The entificapproachandconsidertheresultsof repeatedlyfails has become negatively study examined learning styles (a cognitive neuroscientificstudiestobemeaningless conditionedtothe learningprocess,the concept) and, what partofthebrain the sub- 3 thosewhoareunfamiliarwithandindifferent teacherandthe room orschool.Then . jects used (neurobiology), when they were toward,neuroscientificresearch there are childrenwhose stress level is exposed to either visual input or auditory 4. thosewhocautiouslyacceptneuroscientilic high beforetheyentertheclassroom: input.Thestudentshadpreviouslycompleted findings as being a proactive part ofthe alearningstylesinventorytodeterminetheir totalpatternoffindingsthathaveemerged Risk Factors learningstyle.The studentswere thenplaced from a variety of research methods in • Physical abuse inaMagnoencephlagraph(MEG),anewfancy cognitivescience. • Sexual abuse versionofanelectroencephalograph(EEG),to • Emotional abuse see what part ofthe brain was actuallybeing Oureducationalpracticesor“instructional • Neglect usedinlearningactivities. intelligence”canbestrengthenedandimproved • DrugsandAlcohol Theresults showed little ornocorrelation through understanding and critical reading •Witnessingviolence betweenthewrittentestoflearningstylesand aboutthebrainfromtheareasofcognitivepsy- • Livingin poverty,single parent,on thepartofthebrainwhereonewouldexpect chology and neurobiology.This new under- welfare,in subsidized housing to see activity.Thisinformation canbe inter- standingwill give usyet anotheOr lenstohelp • Divorce(andattimesmultipledivorce) pretedinanumberofways:thelearningstyles understandhowstudentslearn. • Gender(anysituationwhereapersonis inventoryisflawed,the MEG isflawed,orthe dehumanized,marginalized,notencour- conceptoflearningstylesisnotcorrect. agedtothink,to dialogue orto feelsafe). Continued research in neurobiology and Roy Greenwood is pre- Intermsoflearning,stressful life events cognitivepsychologywill supportthefindings sently a Vice Principal can alterthe hippocampus (an organ in bferionmgetaecshteodthbeyr’tshefienledu;rcoobginoiltoigviesttsheaonridefsianrd-e wcSioctmhhpoloetlhteinBogPaehreidls.dDoiHcstetorriacilts tmheemobrrayi)n.tWhiatthissneevceersesatrryaufomral,osnhgr-itveerlmling ingsfromneurobiologyarebeingincorporated degree at OISE/UT ofthedendritesoccurs;with repeated wiinltlobneewmocroegniintitvheetfhuetourriee,s.oTphpoerrteunisitnioewsaanndd ciantveisotnisgaotfinngeutrhoeloigmipclail- satbruesses)(te.hga.t,vdicatmimasgoeftroeptehaethedipcphiolcdampus researchoneducation. responsibilities foreducatorsto also partici- can become permanent. pateinthisresearch. Instructionally Intelligent — Our Brain’s 20 year Developmental Trajectory Connecting biology to pedagogy Robert Sylwester M ost animals areborn with a substantially BRAINORGANIZATION developedbrain,repletewithinnatecapa- Ourbrain is actually a sort ofconsortium of Theprincipal task ofchildren bilitiesforrecognizingandrespondingtoenvi- manyneuronalsystemsthatindividuallycarry — ronmentalchallenges.Aweanedferalcatcan outspecifictasks (suchastorecognize specific andadolescents is thus toplay but thussurviveindependentlyinitsenvironment. tones orbendafinger),andcollectivelyinte- Ourhumanuprightstanceandconsequent grate bits ofsensory information or the ele- also to master important explicitly relatively narrow female birth canal ledto a mentsofatask(recognizeafriend, cleanthe veryimmaturebirthbrain, one-thirditsadult house).These brain systems are functionally taught culturalknowledge andskills size. Ourlongdependentjuvenilematuration organizedfrombottom-to-top,back-to-front, shapedusintoacooperativesocialspecieswith andright-to-left: that might not emerge through arichlanguage-drivenculture. Social skills necessary for collaborative Bottom-to-Top informalploy. Ourbrain isbeautifully activityarethusdevelopmentallyimportant The processing systems at the (subcortical) and in our complex democratic society, it’s baseofourbrainunconsciouslyregulatesuch organizedto do this. especially important thatimmature children survivalfunctions asrespiration and circula- learnhowtocollaborateeffectivelywiththose tion, and those within the large overlying who aren’tkin,andwhodon’tevensharethe deeply folded cortex process conscious Right-to-Left values and traditions that are important to learnedbehaviours. Goldberg (2001 hasdiscoveredthattheright ) one’ssupportivefamily. Parental and educa- hemisphere processing systems (in most tionalchallengesabound. Back-to-Front humanbrains)areorganizedtocreativelyrec- A sheltered juvenile who doesn’t have Theprocessing systems inthe cortexrecog- ognizeandrespondtonovelchallengesandthe to dependoninnateresponsesto survive can nize andrespondto complexchallenges. The lefthemispheresystemstoefficientlyprocess use play/pretend behaviours in many non- posterior(occipital,temporal,parietal) lobes familiar challenges and established response threateningsettingstograduallydevelop and process sensory information and integrate routines. Forexample,wemaycreativelyuse practice avarietyofstrategiesforresponding it into a perceptual model of the current body languageand shoutstogetthe attention to juvenile correlates of complex adult danger/opportunity.The frontal lobes then ofafriendin a crowd,butwe’ll then usethe challenges.Theprincipal—taskofchildren and usethismodeltomakedecisionsandresponses. establishedroutinesoflanguage intheconver- adolescentsisthustoplay butalsotomaster Our relatively large, cognitively-powerful sationthatfollows. important explicitly taught cultural know- frontallobesallowustomovefromthepurely We’rebornwithabasic, survival-levelver- ledgeandskillsthatmightnotemergethrough reactive behaviour ofmost animals to being sionofmostofthesebrain systems, andthey informal play. Our brain is beautifully principallyproactive (anticipatingandprepar- functionatthatlevel with limited instruction organizedtodothis. ingforwhatmightoccur). andeffort. Explicit instruction and extended practicematuresuchsystemssothattheycan respond to more complex culturally driven orbit, Vol 32, No 4, 2002 Call 416 923-6641, ext. 2533 to order Orbit or visit www.orbitmagazine.ca