1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

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

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

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

19. 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.

20. 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.

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

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

23. 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.

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

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