《教学的科学与艺术》
第一个问题：
如何建立和沟通学习目标，跟踪学生的进步，并庆祝成功?
暂时放上英文笔记，我会慢慢翻译出来。
问题一：如何建立和沟通学习目标，跟踪学生的进步，并庆祝成功?
Chapter 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Action Steps
Action Step 1. Make a Distinction Between Learning Goals and Learning Activities or Assignments
Action Step 2. Write a Rubric or Scale for Each Learning Goal
Action Step 3. Have Students Identify Their Own Learning Goals
Action Step 4. Assess Students Using a Formative Approach
Action Step 5. Have Students Chart Their Progress on Each Learning Goal
Action Step 6. Recognize and Celebrate Growth
Summary
When considering the first instructional design question—What will I do to establish and communicate learning goals, track student progress, and celebrate success?—teachers should think about three basic elements. First, establishing and communicating learning goals involves distinguishing between learning goals and learning activities and then writing learning goals in a suitable format. Second, tracking student progress involves using formative assessments and a scale designed specifically for formative assessments. It also involves charting student progress on individual learning goals. Third, celebrating success involves recognizing and acknowledging students’ knowledge gains.
问题二：怎样帮助学生有效地与新知识互动？
Chapter 2: What will I do to help students effectively interact with new knowledge?
Action Steps
Action Step 1. Identify Critical-Input Experiences
Action Step 2. Preview the Content Prior to a Critical-Input Experience
What Do You Think You Know?
Overt Linkages
Preview Questions
Brief Teacher Summary
Skimming
Teacher-Prepared Notes
Action Step 3. Organize Students into Groups to Enhance the Active Processing of Information
Action Step 4. Present New Information in Small Chunks and Ask for Descriptions, Discussion, and Predictions
Action Step 5. Ask Questions That Require Students to Elaborate on Information
General Inferential Questions
Elaborative Interrogations
Action Step 6. Have Students Write Out Their Conclusions or Represent Their Learning Nonlinguistically
Notes
Graphic Organizers
Dramatic Enactments
Mnemonic Devices Employing Imagery
Academic Notebooks
Action Step 7. Have Students Reflect on Their Learning
Summary
In considering the second design question—What will I do to help students effectively interact with new knowledge?—it is key for the teacher to identify critical-input experiences. Teachers can take the following actions to approach critical-input experiences in a systematic fashion: preview information; divide stu- dents into small groups; organize the critical-input experience into small chunks of information that students describe, discuss, and use to make predictions; ask students questions that require elaborations; have students record their conclu- sions in linguistic and nonlinguistic formats; and finally, ask students to reflect on their learning.
问题三：怎样帮助学生练习和加深对于新知识的理解？
Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?
Action Steps
Action Step 1. Provide Students with Tasks That Require Them to Examine Similarities and Differences
Comparing
Classifying
Creating metaphors
Creating analogies
Action Step 2. Help Students Identify Errors in Thinking
Action Step 3. Provide Opportunities for Students to Practice Skills, Strategies, and Processes
Initially Provide Structured Practice Sessions Spaced Close Together
Provide Practice Sessions That Are Gradually Less Structured and More Varied
When Appropriate, Provide Practice Sessions That Help Develop Fluency
Action Step 4. Determine the Extent to Which Cooperative Groups Will Be Used
Action Step 5. Assign Purposeful Homework That Involves Appropriate Participation from the Home
Homework That Helps Students Deepen Their Knowledge
Homework That Enhances Students’ Fluency with Procedural Knowledge
Homework That Introduces New Content
Action Step 6. Have Students Systematically Revise and Make Corrections in Their Academic Notebooks
Summary
When considering the third design question—What will I do to help students practice and deepen their understanding of new knowledge?—teachers should distinguish between declarative and procedural knowledge. Practice is more appropriate for procedural knowledge. Activities such as identifying similarities and differences and error analysis are more appropriate for declarative knowl- edge. Use of cooperative groups, homework, and revision activities apply well to both types of knowledge.
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