Deconstruction as a Critical Teaching Skill

Deconstruction as a Critical Teaching Skill

1. Understanding Learning Goals and Expectations

   • usually provided in the curriculum; determine the implicit or explicit structure of the goals
   • goals not isolated from each other. Involves what students learn, how they learn, and opportunities to demonstrate learning
   • reflect 3 factors: a) nature of organized knowledge b) nature of society c) nature of the learners
   • Differentiated into levels
     • Types: a) System goals b) Program goals c) Course goals d) Instructional goals
     • Categories: a) Provincial/Territorial Goals b) School/Board goals c) Classroom Goals

2. Goals as Observable Measures

   • Situated Learning
     • Must ensure that learning is situated in 2 ways: a) learning as part of a community b) goals must centre on ensuring that discussion opportunities that will immense them in key elements and concepts
     • 2 Conditions
       • Leaner must interact with ideas that cause them to rethink and reshape their existing ideas
       • Learner must be touched or engaged in profound ways
   • Defining students' current knowledge, teachers are better able to create goals and learning climate
     • Examples: brainstorms lists, KWL organizer, using mind maps and graphic organizers
   • Found learners benefit from springboards (touchstone stories) because they have an emotive connection & open up the possibility for connection to other subjects

3. Deconstructing Goals for Learning

   • "If the teacher neglects to deconstruct the expectations that are provided... and determine the underlying skills, knowledge, and attitudes... they will be unable to provide the sequenced, accumulative, and substantial background to promote learning success (p. 86)

4. Effective Lesson Planning

   • A broader conception of lesson planning allows us to focus on inquiry and critical thinking investigations as central components
   • Ensure that lesson plans process are strong, comprehensive, and reflect our beliefs about the discipline and its approaches to learning, we evolve a program that promotes the overall goals of developing informed and responsive citizenship
   • Components: a) Learning Goal b) Social Skills Goal c) Pre-assessment d) Motivation e) Orientation f) Guided Practice g) Support Generalizations h)Embed Assessment and Evaluation i) Provide Examples j) Promote Metacognition

5. Data Based Decision Making

   • the ability to compare, discuss an issue, or select and use appropriate resources could be measured
   • base decisions about resources, approaches, and timelines on data that demonstrates a history of success

6. Innovative Approaches in the Classroom

   • use of the skill model making in many forms to help students investigate the general question, "How does it work?", which can be followed by a closer investigation of its characteristics
   • See Figure 4.9 starting on pg. 91 for examples of innovative approaches to mapping skills