Natural Learning Stages and Strategies for Effective Student Self-Evaluation - Prof. Bever, Study notes of History of Education

Download Natural Learning Stages and Strategies for Effective Student Self-Evaluation - Prof. Bever and more Study notes History of Education in PDF only on Docsity! 1 The Natural Human Learning process Guidelines for Curriculum Development and Lesson Plans (From We’re Born to Learn: Using the Brain’s Natural Learning Process to Create Today’s Curriculum, Corwin Press, 2003) RITA SMILKSTEIN, PH. D. North Seattle Community College and Western Washington University Woodring College of Education, Seattle Urban Campus 9600 College Way N., Seattle, WA 98103 Phone: 206-528-4545 Fax: 206-527-3784 Email: rsmilkst@sccd.ctc.edu Website: www.borntolearn.net contents page Natural Human Learning Process Research 2 Summary of Natural-Learning Stages Groups Reporting a Five- or Six-Stage Learning Process 4 Brain Pictures 5 Key to the Brain Pictures 8 Learning = Growing and Connecting Neural Structures For Students: Major Points about Learning Student Self-Evaluation Form Brain-Based Strategies 9 10 11 Incorrect and Counterproductive Assumptions about Learning Coercive Learning Versus Natural Learning 16 Learning and Culture 17 The Brain’s Resources, Rules; NHLP Principles for Curriculum & Instruction The NHLP Curriculum Development and Instructional Model 20 Questions to Ask When Planning a Curriculum 21 Introduction to Egypt Lesson Plan 22 Introduction to a Desert Tribe (Anthropology 100) Le Introduction to Fractions Introduction to Writing a Narrative sson Plan 23 24 25 Planning Guidelines: Identifying the Causal Sequence in a Curriculum 26 The NHLP Curriculum Development /Lesson Plan Template 27 Instructional Method for Implementing the NHLP Approach 28 Bibliography on the Brain and Learning 19 12 13 15 2 The Natural Human Learning Process (NHLP) Classroom and Field Research Procedure: 1) Ask, “Think of something you learned to be good at outside school. 2) Ask each one to think/write how s/he got from not know it to being good at it. 3) “Share your thoughts/writing in small groups.” 4) Ask, “What happened at the start?” and write all answers verbatim on the board, 5) When they stop, ask what happened next. Amazingly, every group keeps stopping and, when asked what happened next, goes on—then stops again, to produce the steps that the individuals in that group experienced. This research with about 6,000 children and adults always results in the same 4-6 stages. THIS RESEARCH CONVERGES WITH BRAIN RESEARCH ABOUT HOW THE BRAIN LEARNS.. See page 4 and points 12-14 on page 11 for information about this amazing convergence. Research Project with Groups Reporting a Five-Stage Learning Process Inner City Community College Class College of Education Graduate Students Faculty at a Faculty Development Workshop STAGE 1 Desire/Need/Interest Challenge Curiosity Feel the need to succeed Practice ? Instruction Requirement Observation Persistence Natural talent and being exposed to it Determination Releasing of frustration In the surroundings Started out very simply Seeing other people doing it Natural interest A need or a want Practice Parental support Trial and error Someone demonstrated Had the opportunity Doing it Practice ? Reading books Watched Persistence Inspiration Talking to people who said this is fun Tried it Play Was easy STAGE 2 Practice, practice, practice Discipline, self-control Patience Questions Confidence Start and stop Consulting others Trial and error Making mistakes Imitate Research Seek a mentor Feel successful Receiving information from class Keep a journal, notes Became enjoyable Researched Total absorption and concentration Repetition Practice Spending money on equipment Practice, practice, practice Advice and counsel Evaluation Fail and try again, fail and try again– making changes in the process, gathering more information Do it/Don't give up Reading Networking and resources Notice what works and what doesn't Make an investment, commit 5 Groups Reporting a Five- or Six-Stage Learning Process Second-Grade Fourth-Grade Sixth-Grade Tenth-Grade STAGE 1 STAGE 2 I wanted to do it I wanted to learn how I liked it I saw my brother do it and I wanted to do it Everybody said it was easy My parents told me we were going to ski I wanted to I saw pictures and wanted to do it, too I thought it was cool so I started lessons I thought it was fun I thought it was cool I started taking lessons and wanted to Someone told me Someone showed me Practiced Did it over and over Imitated; did it together with an instructor Someone walked me around and showed me how it felt Played follow the leader, imitating the coach Kept falling Dad helped me Tried something new Just did it Watching other people Got lucky Curiosity Not having the skills to do something else Looked like something you might want to do after watching someone I started riding with training wheels I bought a tip book, but I did better without it I started with the 2nd bar then moved to the 3rd My mom helped me I got frustrated but, but I didn't give up My friends helped me I asked my mom to show me I started to bounce and then started dancing I went with my Dad and he told me to learn forward My family taught me how Started to use my arms and legs on my own to swim Practicing Was showed new stuff Reviewing to make sure I got it down After I practiced for a long time, I got better; and then I tried new things Started with simple tum bling with the coach spotting us Just rode around with help and then without help Just practiced a lot and got pretty good I sucked and this motivated me. That’s how it works. Researched it Just like messing around with it Playing with it 6 Groups Reporting a Five- or Six-Stage Learning Process Second-Grade Fourth-Grade Sixth-Grade Tenth-Grade STAGE 3 STAGE 4 Went to a 2-wheeler with help I went to lessons I practiced a lot If I keep moving I won't fall I practiced again and again After I got bigger and better he taught me to turn (ski) As I got older, I got more tips I walked on the ice, holding on to the sides I went slow at first Practicing a lot and got better Got used to doing the basics by doing it over again; then started playing Read stuff about it, got tips, went out and did it Worked on my own technique Just practiced over and over and over again Practiced and moved on to more complicated stuff' Started lessons and learned some new things Learned basics and could do it on my own from practice Played games and used my experience to teach myself better After watching, I was inspired After I questioned, I got answers from coaches or other players Add something new to make it interesting to yourself Try different tactics Competition as a motivator Practice Doing lots of reps of something Start to get the basic skills I taught myself how to get better I taught myself to ride no-handed I went on the swim team I saw other kinds doing tricks and I tried them, too I figured out how to turn; it was my favorite part I kept practicing I kept practicing and I learned more I practiced and got useful tips I tried it four times I went to class I have to go to class I do it the same as in class so I can practice Started competing and doing routines my coach gave us Played in a game and learned some things from other people My coach showed us tricks; we knew the basics Taught myself tricks, went to skate parks Just doing it for fun and then started teaching people Refined my skills Made changes to what I’d started to do Trial and error Do harder and harder things Challenge Set a goal or standard Didn’t want to get in trouble with the coach so I worked harder 7 Groups Reporting a Five- or Six-Stage Learning Process Second-Grade Fourth-Grade Sixth-Grade Tenth-Grade STAGE 5 STAGE 6 I learned different strokes I tried them and learned to do them I do it different from both my Mom and Dad I do it differently I only use one foot to push I always start [a new thing] at the beginning level I will do it differently because I am a different person Started making up my own routines Make up my own moves, combining moves I've already learned Improved with getting my own horse--sort of specialized for me Perfection Having fun Teaching others Winning Breast-stroke is my favorite stroke I haven't learned my favor ite trick yet, but I know what it is Teach others Reaching thorough understanding 10 Learning = Growing and Connecting Neural Networks (Dendrites, Synapses, and Neural Networks) We’re Born to Learn, page 60 6 5 Your CEILING LEVEL is as much as you know 4 and can do as a result of the amount of neural 3 structures you have grown from the quantity and 2 quality of what you have done. 1 practice, time, effort, etc. 6 Low Ceiling Level 5 This is as far as you can get with only these 4 few neural structures from only this little 3 amount of what you have done. 2. 1 practice, time, effort, etc. 6 5 Higher Ceiling Level 4 This is as far as you can get with 3 more neural structures from doing more. 2 1 . practice, time, effort, etc. 6 Very High CeilingLevel 5 This is as far as you can get 4 with even more neural structures 3 from doing even more. 2 1 . practice, time, effort, etc. 11 Major Points about Learning FOR STUDENTS We’re Born to Learn, page 103 1. Your brain was born to learn, loves to learn, and knows how to learn. 2. You learn what you practice.  Practice is making mistakes, correcting mistakes, learning from them, and trying over, again and again.  Making and learning from mistakes is a natural and necessary part of learning. 3. You learn what you practice because, when you are practicing, your brain is growing new fibers (dendrites) and connecting them (at synapses). This is what learning is. 4. Learning takes time because you need time to grow and connect dendrites. 5. If you don’t use it, you can lose it. Dendrites and synapses can begin to disappear if you don’t use them (if you don’t practice or use what you have learned). 6. Your emotions affect your brain’s ability to learn, think, and remember.  Self-doubt, fear, etc., prevent your brain from learning, thinking, and remembering.  Confidence, interest, etc., help your brain learn, think, and remember. Remember, you are a natural-born learner. 12 Student Self-Evaluation Form We’re Born to Learn, page 111 Post-Evaluation a. Where are you now in your knowledge of the skills in 6 the chapter we have just finished? 5 4 3 2 1 b. Draw on these cell bodies what you think are the length and amount of the dendrites you now have for the skills in this chapter. Why do you think you have this length and amount of dendrites? o o o o o o Pre-Evaluation a. Where are you now in your knowledge of the skills in 6 the next chapter? 5 4 3 2 1 b. Draw on these cell bodies what you think are the length and amount of the dendrites you now have for the skills in the next chapter. Why do you think you have this length and amount of dendrites? o o o o o o 15 Incorrect and Counterproductive Assumptions about Learning (See the illustrations on the next page.) 1. The mind is a container into which knowledge is to be put. Once the knowledge is put into the mind of a receptive learner, the learner will be able to understand and apply it. 2. Real teaching is done when teachers impart knowledge to students. The better the teacher pre- analyzes and pre-synthesizes the material, the more logically the teacher organizes the material, the more clearly the teacher communicates, the more entertaining the presentation, the more successful will be the imparting of knowledge to the students. 3. If the teacher does all the above and the students still cannot understand or apply the material, then the students do not have the ability to think at high levels. Either their cognitive development is inadequate (i.e., they do not have the intelligence or talent to be good students) or they lack basic communication, computation, study, and/or thinking skills. If the last assumption is held, the further assumption is that once having acquired the missing skills, the students will be able to understand and apply the material teachers impart to them. 4. Once a student achieves mastery in one subject or skill, that student is able to perform at a high level in another subject or skill. If a student cannot, then the student lacks the capacity for the second subject, e.g., the student is right brained and can do math well but can’t write well. 5. The proper sequence for teaching is that the teacher should first give an overview in a lecture and then, in subsequent lectures, give definitions, background, technical terms, explanations, examples, demonstrations, etc. As a result of these activities, the students should be able to prove on a test that they understand and are able to apply the material. 6. Learning is pleasant for students only when the teacher or the materials or learning aids are entertaining and exciting. Otherwise, the natural frustration and/or difficulty—or even boredom—of learning will militate against students learning, except for students with exceptional aptitude, motivation, or perseverance. 16 Coercive Learning Versus Natural Learning We're Born to Learn, pages 31, 56 VERSUS 17 Learning and Culture We’re Born to Learn, pages 91-92 The first rule or requirement for learning is that new dendrites, synapses, and neural networks(i.e., new knowledge) must physically grow from what is already there (what is already known or present in the brain). These physical knowledge structures do not just appear, growing out of nothing–no more than a tree branch can grow unless it grows out of a structure (another branch or trunk) that already exists. For example, the learning process involves information processing: interpreting sensory events, categorizing the information into familiar categories, searching memory for similar experiences and ideas to which the information relates, and manipulating ideas, images, and concepts. However, a learner’s approach to perception, memorization, thinking, and using any type of knowledge is inextricably bound to the patterns of activity, communication, and social relations of the culture of which he/she is a member (Cole & Scribner, 1974). “Work in social psychology, cognitive psychology, and anthropology is making clear that all learning takes place in settings that have particular sets of cultural and social norms and expectations and that these settings influence learning . . . in powerful ways” (Bransford, Brown, & Cocking, Eds., 1999, p. 4). Bransford et al.’s extensive study of the newest findings in educational and neuroscience research explains the implications for instruction: “Effective instruction begins with what learners bring to the setting; this includes cultural practices and beliefs . . . . [L]earners use their current knowledge to construct new knowledge and that what they know and believe at the moment affects how they interpret new information” (p. xvi). Bransford et al. see this as the “foundational role of learners’ prior knowledge in acquiring new information” (p. xix), with each student bringing to the classroom his or her own foundation of knowledge and skills. It is only from this foundation that a student’s new learning can develop. If the knowledge and skills that students of whatever age bring to school are not compatible with, are not expected by, are not provided for in the curriculum and pedagogy of the classroom, then the students will be at a critical academic, emotional, social disadvantage in that unfamiliar world (Heath, 1982, 1983). The antidote is the brain-based, learner-centered learning paradigm. “[L]earner centered” [refers] to environments that pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting . . . . Teachers who are learner-centered recognize the importance of building on the conceptual and cultural knowledge that students bring with them to the classroom” (Ladson-Billings, 1995, pp. 465- 491). 20 The NHLP Curriculum Development and Instructional Model (See "Questions to Ask" and examples of NHLP lesson plans on the pages below.) We’re Born to Learn, page 131 6 5 4 3 2 1 INDIVIDUAL SMALL GROUP WHOLE CLASS Full knowledge of the target concept or skill L Creative use of the elements of the target concept or skill E V E Able to think about, describe, explain the target L concept or skill and its details G Begin to understand the new N I BRAIN STRUCTURES Get familiar L ARE GROWING AS w/ the new I A LEARNER PRACTICES & E PROCESSES THE TASKS BELOW. Connect C CEILING LEVEL IS RISING. w/known TASK TASK TASK TASK TASK TASK Individual Individual Individual Individual Individual Individual SHARE & SHARE & SHARE & SHARE & SHARE & SHARE & DISCUSS DISCUSS DISCUSS DISCUSS DISCUSS DISCUSS Small Groups Small Groups Small Groups Small Groups Small Groups Small Groups DEBRIEF DEBRIEF DEBRIEF DEBRIEF DEBRIEF DEBRIEF DISCUSS DISCUSS DISCUSS DISCUSS DISCUSS DISCUSS Whole Group Whole Group Whole Group Whole Group Whole Group Whole Group gniknih T lev e L -rehgi H noita dnu oF eg del wo n K la 21 Questions to Ask When Planning a Curriculum (See Curriculum Planning Guidelines, Template, and Instructional Method below.) We’re Born to Learn, page 133 1. Where do I want my students to be at the end of the unit, topic, course, or program? What do I want them to know and be able to do by the end? 2. What constituent concepts and skills do they need in order to know and be able to do that? 3. In what sequence should I teach these constituent concepts and skills? That is, which ones are the foundation concepts and skills for other ones? What do they need to know and be able to do before they can know and do what is needed at the next level? The key question: Will they be able to see and do that if they do not first know and can do that? 4. What is the students’ level of preparedness for learning this sequence of concepts and skills? How can I find out? (See the tasks in Stage 1 in the lesson plans below.) a. If I think they know anything about the topic, concept, or skill: Ask them to write down what they know about it, e.g., to introduce the subject of Egypt (next page) ask them to “write down what you know about Egypt.” Then, in small groups of no more than four, have them tell each other what they wrote, followed by a whole class debriefing and discussion: “What did you come up with?” and I write their points verbatim on the board. OR b. If I expect they don’t know about the topic: Assign a no-fail activity that will allow each student to start where he or she is, and that will be the foundation for the new topic, as in the second lesson below, "Introduction to a Desert Tribe." Then I begin teaching the new topic or unit (skill or concept) using the brain-based, natural-learning guidelines, template, and instructional method shown below. 22 Topic: Introduction to Egypt (Also used in 6th to 12th Grade Social Studies) Date:___________ Stage 1 Stage 2 Stage 3 PREPARING TO LEARN: STARTING TO LEARN: CONSOLIDATING NEW BASIS: Using current knowledge Experimental practice Skillful practice Individual “Write down everything you know about Egypt.” “Look at what you came up with and think about what kind of people the Egyptians were and what their society was like. Write down your ideas.” “Here are copies of the National Geographic with articles about Egypt. Each group will have a copy to read and then to write a group report on for next week.” OR "Read Chapter X in the textbook and each small group write a summary of it comparing/contrasting it with what the class came up with in the previous activity." Small Groups “Get together with 3 or 4 other students and share your lists.” “Get together with your group and share your ideas.” NOTE: When this NHLP lesson plan was used in a 6th grade classroom, students grabbed the magazines and eagerly examined it. Whole Group “What did you come up with/” Teacher writes their contributions verbatim on the chalkboard. “What did you come up with?” Teacher writes their contributions verbatim on the chalkboard. Groups then are given some time during class each day to work on the report/summary. Stage 4 Stage 5 Stage 6 BRANCHING OUT: GAINING FLUENCY: CONTINUED IMPROVEMENT: Knowing in more detail Using it, doing it Wider application Individual Small Groups Whole Group A TOPIC MIGHT HAVE ONLY THREE STAGES. (NOT ALL TOPICS NEED TO GO THROUGH ALL SIX STAGES.) However, other related topics might be added to take the students to a higher level of understanding and skill. For example, at Stage 4, connecting to (constructed on) their original study of Egypt, might be a related study of some aspect of Egyptian culture or society that can be best understood only when there is first a basic knowledge of and familiarity with Egypt. Then, at Stage 5, after learning more about Egypt at Stage 4, the assignment might be for each student, or a pair, to choose a topic related to Egypt to research and report on to the class. Each student, or pair, would do research, then get feedback in small groups, revise if necessary, and then make a report to the class. It is important at Stage 5 for students to have the opportunity to make their own choices, to be creative. They want to do this and do well with it. The stages are flexible in that some might need to be repeated for fuller development of skill and understanding at the same stage of development. Sometimes students might need to go back and forth between Individual (in this case perhaps pair) and Small Group work for repeated feedback sessions and revision work. At the end, the teacher can add any other information that might be missing. Students will now be eager to hear it. We’re Born to Learn, pages 136, 208-209 25 Topic: Introduction to Writing a Narrative (classroom proven) Date:___________ Stage 1 Stage 2 Stage 3 PREPARING TO LEARN: STARTING TO LEARN: CONSOLIDATING NEW BASIS: Using current knowledge Experimental practice Skillful practice Individual Small Groups Whole Group Stage 4 Stage 5 Stage 6 BRANCHING OUT: GAINING FLUENCY: CONTINUED IMPROVEMENT: Knowing in more detail Using it, doing it Wider application Individual Small Groups Whole Group We’re Born to Learn, page 142 Teacher says, “Write down what you did during the 30 minutes before class. You will have five minutes to do this.” “Go back in time from when class started to 30 minutes before, e.g., ‘I sat down in my seat. Just before that I came into the room. A few minutes earlier I had been hurrying down the hall . . . .’” “Now start at 15 minutes before class, go up to when class started, then jump back to 30 minutes before class started and work up to where you started (at 15 minutes before class.) But write as another person watching you: ‘Jo walked up the stairs . . . .’” “1) Read your new narratives to each other and amend your defini- tion, if necessary. 2) What words/methods did you use now and in the 1st narrative to show the movement in time gong forward or backward?” “1) Read and amend definition as before. 2) What transitions did you use to go back and forth in time? 3) Discuss the differences between writing about yourself and writing as someone else writing about you.” “You have all written narratives, whether you know what narratives are or not! Read your narratives to each other and then, by looking at the similarities, come up with your definition of what a narrative is.” (c.10 minutes) “What is your definition of a narrative?” (The teacher writes ALL points, verbatim, on the board and without comment. Any needed corrections will be made by the students themselves in the following stages—c. 10 minutes) 1) “Any changes that you want to make to the definition of a narrative?” (Teacher writes on board as before.) 2) “What words/methods did you use to show movement in time?” (On board.) These are called ‘transitions.’” (Discussion) 1) “Changes to your definition? 2) “Transitions?” 3) “Differences between writing as ‘I’ and writing about ‘Jo’?” Discussion of 1st and 3rd person points of view. Teacher asks some students to read their narratives. (Teacher assigns reading of a narrative in text.) “Write notes about the author’s time sequence and use of transitions. What is the point of view? Is it a narra- tive? Use your definition to answer this question.” “Share and discuss your notes. Point to specific places in the text to show what you have seen.” 1) “Read your narratives to each other. Listeners tell what you heard and understood. Discuss transitions and point of view. Give ideas for improvements.” 2) “Did you have any problems or questions when writing?” 3) “What makes a good narrative?” “Write a narrative of your own choice on one of your own experi- ences. Write in your choice of 1st or 3rd person. Use transitions to help your readers follow your movement through time backwards and/or forwards.” (Probably as homework.) “Revise your narrative or write another one. You might want to try a different point of view and/or different time sequence.” (Probably as homework.) “1) Read and give feedback. 2) Discuss problems/questions you had when writing. 3) Discuss ways to improve writing narratives.” What did you come up with? (Teacher writes answers on the board as before.) Stage 4 can be repeated so that students can see the range of narratives. Teacher can now, if necessary, correct, change, add. 1) What did you learn from the group feedback? 2) What are your problems and questions? 3) What you know about writing narratives and what makes a good narrative? 4) What can you do to improve your writing of a narrative? General discussion. c. 1 week “What did you come up with?” (Group discussion; teacher writes their points verbatim on the board.) Students hand in papers for teacher to evaluate. When essays are returned, students can do further revisions, seeking feedback from classmates, for further evaluation by teacher. 26 --THE UNITS/TOPICS IN ONE CURRICULUM START PLANNING HERE --THE STAGES IN ONE UNIT/TOPIC --THE LEARNING ACTIVITIES IN ONE LEARNING ACTIVITY 5. The goals of the course, or program: what students will know and be able to do at the end. 4. What students need to know and be able to do in order to know and do what is above. 3. What students need to know and be able to do in order to know and do what is above. 2. What students need to know and be able to do in order to know and do what is above. 1. Making a connection between what the students already know and can do and the new object of learning BASED ON THE PLANNING, START TEACHING HERE. PLANNING LEADS TO TEACHING STUDENTS’ CURRENT KNOWLEDGE A C S U Q ES L A U N E E C R E V ER SE C A U SA L S E Q U EN C E Ceiling Level Planning Guidelines for Identifying the Causal Sequence of Activities/Topics/Units in a Curriculum: What to Teach When We’re Born to Learn, page 134  The learner is experiencing, practicing, processing the objects of learning in each unit/topic.  Neural structures are growing throughout.  Knowledge and skill are increasing throughout.  The ceiling level is rising throughout. 27 The Natural Human Learning Process: Curriculum Development/Lesson Plan Template Unit/Topic/Concept/Skill: NOTE: Not all lessons need 6 stages _ Date:____________ What students will know/be able to do at the end:_____________________________________________ Stage 1 Stage 2 Stage 3 PREPARING TO LEARN: STARTING TO LEARN: CONSOLIDATING NEW BASIS: Using current knowledge Experimental practice Skillful practice Individual TASK: Making a connection with something already known and familiar to the learner. GOAL: To alert existing relevant neurons to get ready for learning/ growing new dendrites/networks. TASK: Hands-on practice or experience with the new concept/skill at a low level of understanding/skill. GOAL: superficial familiarity with the overt characteristics/nature of the new concept/skill. TASK: More concrete practice or experience at a slightly higher level of understanding/skill. GOAL: To make the basic foundation of understanding/skill clearer and stronger. Small Groups TASK: Share/discuss as actively and fully as possible: listen carefully, think seriously, respond sincerely, reconsider own work. GOAL: To activate neurons so they will grow. TASK: Share/discuss as actively and fully as possible: listen carefully, think seriously, respond sincerely, reconsider own work. GOAL: To activate neurons so they will grow. TASK: Share/discuss as actively and fully as possible: listen carefully, think seriously, respond sincerely, reconsider own work. GOAL: To activate neurons so they will grow. Whole Group TASK: Share the questions/ ideas/problems/work students came up with in the SG session. GOAL: To increase skill and understanding. Teacher can write all points verbatim on the board. TASK and GOAL: Same as before. Writing a 0----5 scale on the board, the teacher can ask who is totally confused (0-1), who gets it (4-5), who is starting to get it (2-3). If most are low, repeat work at this stage. If most are high, go on. Help lower ones outside class. TASK and GOAL: Same as before, including the 0----5 scale for student self-assessment to see whether to go on or do more tasks at this stage. It is counterproductive for the teacher to add anything before students are ready, as they will be after Stage 4. Stage 4 Stage 5 Stage 6 BRANCHING OUT: GAINING FLUENCY: CONTINUED IMPROVEMENT: Knowing in more detail Using it, doing it Wider application Individual TASK: More in-depth and challenging practice/thinking/ experience. GOAL: To see connections, to see more clearly and in finer detail. TASK: An assignment in which learners use their new concept/skill on their own. GOAL: To produce work that shows understanding of the new concept and competence with the new skill. TASK: A similar assignment (or a revision of the previous one) in which learners improve their work. GOAL: To reinforce/confirm the skills/concepts learned in this unit. Small Groups TASK: Share/discuss as actively and fully as possible: listen carefully, think seriously, respond sincerely, reconsider own work. GOAL: To activate neurons so they will grow. TASK: Share/discuss as actively and fully as possible: listen carefully, think seriously, respond sincerely, reconsider own work. GOAL: To activate neurons so they will grow. TASK: Share/discuss as actively and fully as possible: listen carefully, think seriously, respond sincerely, reconsider own work. GOAL: To activate neurons so they will grow. Whole Group TASK and GOAL: Same as before, including the 0----5 scale for student self-assessment. Now that students have a basic foundation of skill/knowledge, they are ready/eager for teacher to add/clarify/correct, if necessary. TASK and GOAL: Same as before, including the 0----5 scale for student self-assessment. TASK and GOAL: Same as before, including the 0----5 scale for student self-assessment. Stage 6 knowledge/skill will be the basis for--and what is recalled/ reviewed--in Stage 1 of the next unit. We’re Born to Learn, pages 138-139