Concrete and Teacher Led, Abstract and Student Led

There are two sliding scales to keep in mind when planning units.

1.  CONCRETE leading to ABSTRACT

You always want to start with the concrete when introducing a concept.  This means:

• Start with something the student already knows (for example, in a map unit, map the student's room, or your classroom)
• Make it as hands-on as possible (when introducing addition, use counting bears, beans, rocks, pieces of fruit ... anything the student can touch and move with his hands)

Slowly, as the student starts to master the concept, move into the abstract.

• Go from using manipulatives (hands-on materials), to paper-and-pencil activities
• The discovering and thinking should move from an outward process (the child interacting with his world) to an inward process (the child internalizing concepts)

A good example of going from concrete to abstract is how we generally teach children to read.  We start with teaching letters, usually their names.  We use letter magnets, cards, and over sized letters.  We then move into a mix of concrete / abstract thinking, as the child starts to sound words out, slowly running her fingers along the letters in each word as she says each one's sound.  Finally, when the child is proficient, she is reading completely in her head, with no outward signs or interactions.

2.  TEACHER LED leading to STUDENT LED

When first introducing a concept, the teacher is the expert.  Our goal, however, should be to gradually shoulder the student with the responsibility of the 'knowing'.  In the end, the student has full ownership of the concept and should be able to teach you, the teacher.  

At first, 

• The teacher introduces the new information
• The teacher does most of the facilitating work, allowing the student to focus on grasping the new concept

Eventually, the teacher begins to back off, allowing the student to do most or all of the work independently.  I like to pretend to 'forget', or to 'make mistakes' at this stage, to allow the student the opportunity to take ownership in his learning.  

This is a sample of a flow chart I kept at my desk while teaching.  Lessons at the beginning of your unit should have activities from the 'knowledge' and 'comprehension' sections.  Move through the chart as you progress through the unit.  You should be asking 'synthesis' and 'evaluation' level questions by the end of the unit, and your student should be able to produce work from these categories.  (Thank you to teachers.ash.org.au for the flow chart!)

Knowledge 

Useful Verbs	Sample Question Stems	Potential activities and products
tell list describe relate locate write find state name	What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?	Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension

Useful Verbs	Sample Question Stems	Potential activities and products
explain interpret outline discuss distinguish predict restate translate compare describe	Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...?	Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Application

Useful Verbs	Sample Question Stems	Potential activities and products
solve show use illustrate construct complete examine classify	Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?	Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy as a model. Dress a doll in national costume. Paint a mural using the same materials. Write a textbook about... for others.

Analysis

Useful Verbs	Sample Question Stems	Potential activities and products
analyse distinguish examine compare contrast investigate categorise identify explain separate advertise	Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?	Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Synthesis

Useful Verbs	Sample Question Stems	Potential activities and products
create invent compose predict plan construct design imagine propose devise formulate	Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...	Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation

Useful Verbs	Sample Question Stems	Potential activities and products
judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine	Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...?	Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...