Complex Instruction: Concepts and Principles Experiments by Harry Harlow supported the notion that concepts evolved through repeated exposure to problems or tasks whose “principles” of solution” remains invariant, while irrelevant dimensions or aspects are varied. 11/28/2018 Manuel T. Barrera, Ph.D.

Learning Centers and Task Cards Interaction at learning centers permits growth in language and cognitive development. The learning center format: Enables students to share their own knowledge and skills Reinforces basic concepts and skills in language and cognitive development 11/28/2018 Manuel T. Barrera, Ph.D.

The Task Cards Activities repeat key concepts over and over, each time in a slightly different manner. Prevents boredom, keeps the student engaged, and offers other chances for those who didn’t get it the first time, as well as offering others with opportunities to extend the activity. 11/28/2018 Manuel T. Barrera, Ph.D.

Activity Discuss and list some fundamental concepts in a science and/or mathematics unit. For the same unit list the redundant operations. Specifically, what are the ways that students practice these skills in the activity? Brainstorm activities associated with the general concept (redundant operations) a product demonstrating the concept, skills associated with the product and general concept. Identify materials for activities. 11/28/2018 Manuel T. Barrera, Ph.D.

Example Scientific Concept: Electricity can only travel through a completed circuit. Guiding Activity: Students create a working circuit. Operations: Predicting, correspondence, testing hypotheses, etc. (ideas for task cards). 11/28/2018 Manuel T. Barrera, Ph.D.

Complex Instruction: Lesson Components Unit Overview Activities Wrap-up 11/28/2018 Manuel T. Barrera, Ph.D.

Unit Overview Teacher gives class a brief overview of the unit. This may include some vocabulary, scientific ideas, or things to look forward to doing. 11/28/2018 Manuel T. Barrera, Ph.D.

Activities Students work in groups to carry out the work, investigate extensions, and conduct research for clarification or better understanding of ideas. Teacher circulates from group to group to ask questions and giving specific feedback. 11/28/2018 Manuel T. Barrera, Ph.D.

Wrap-Up Whole group meets to share experiences at the learning centers and for the teacher to give corrective feedback. Connections are made between the activities and scientific (or other curricular area) concepts. At this time, teacher and students may give additional feedback to one another. (Example) 11/28/2018 Manuel T. Barrera, Ph.D.

ACTIVITY Examine the activities previously developed: Identify some of the multiple abilities necessary for performing the task. Assign a recorder and a reporter. Determine how different tasks , roles, and/or responsibilities will be shared and rotated. Be ready to share. 11/28/2018 Manuel T. Barrera, Ph.D.

Identifying Multiple Abilities/ Equalizing Status Multiple abilities, skills, or intelligence are often recognized and affirmed in students who exhibit good reading or mathematical skills. Teachers give praise most often to students who affirm one’s teaching. This creates and perpetrates academic status, filters, and competition. 11/28/2018 Manuel T. Barrera, Ph.D.

Other forms of status Social, Economic, and Peer status. 11/28/2018 Manuel T. Barrera, Ph.D.

Advantages of a Multi Abilities Approach (Cohen & Lotan, 1997) Can prevent domination by high status children on cooperative tasks. Students develop new skills 11/28/2018 Manuel T. Barrera, Ph.D.

Effects of Improved Expectations (Cohen & Lotan, 1997) Low status students more willing to try new tasks and less likely to be disengaged. They will talk and work together with other group members. Skills are likely to improve. They will recognize their own abilities as well as others’ abilities. 11/28/2018 Manuel T. Barrera, Ph.D.

Status Treatment Through Multiple Abilities Objectives: To develop and foster self-esteem To build group inclusion and team cohesiveness To use communication and listening skills To observe and give feedback to peers 11/28/2018 Manuel T. Barrera, Ph.D.

Instructions Assign group task teacher walks around the class and specifically looks for any of the listed behaviors (List of Multiple Abilities) 11/28/2018 Manuel T. Barrera, Ph.D.

During Teacher Observation As teacher observes behaviors, the student, or group, is given specific, and timely feedback about the behavior and its importance to the task, to a career, to the group. 11/28/2018 Manuel T. Barrera, Ph.D.

Providing Feedback The feedback must be: Specific Authentic Sincere Well-Timed Public 11/28/2018 Manuel T. Barrera, Ph.D.

Example “I see that Ermelinda used some other to solve the problem. Looking at other ways to do things is important in our work. It shows creativity and resourcefulness.” 11/28/2018 Manuel T. Barrera, Ph.D.

Sticking to and Trusting the Process Consistent application will show results Reinforce positive examples Provide multiple types of reinforcement (Public for those who can handle it. Private for those who cannot.) Accommodations for Type 1 and Type 2 Learners 11/28/2018 Manuel T. Barrera, Ph.D.

List of Multiple Ability Observations (DeAvila, 1990, Cohen, 1991) Reasoning Visual-spatial Precision Others 11/28/2018 Manuel T. Barrera, Ph.D.

Reasoning Skills Analyzing Generalizing Hypothesizing Multiple Approaches to Problem Solving 11/28/2018 Manuel T. Barrera, Ph.D.

Visual-Spatial Skills Visual Thinking (draws a good diagram) Mechanical Inventiveness (creates new arrangements out of materials) Spatial Reasoning (figures out how things go together) 11/28/2018 Manuel T. Barrera, Ph.D.

Precision In thinking, speaking and writing, measuring, visualizing details 11/28/2018 Manuel T. Barrera, Ph.D.

Others Exploring Discussing Extending Nurturing Clarifying Investigating Modeling Reflecting Guiding Constructing  Facilitating Predicting Listening Evaluating 11/28/2018 Manuel T. Barrera, Ph.D.