ruth tsu rtsu6@yahoo
DESCRIPTION
Overview of the ‘Complex Instruction’ Approach: Giving all students the opportunity to show they are smart. Ruth Tsu [email protected]. Cohen’s definition of groupwork. Students work together in a group small enough so that everyone can participate on a task that has been clearly assigned. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/1.jpg)
Ruth [email protected]
![Page 2: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/2.jpg)
Students work together in a group small enough so that everyone can participate on a task that has been clearly assigned.
Students are expected to carry out their task without direct and immediate supervision of the teacher.
![Page 3: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/3.jpg)
is an approach designed to counter differences in social and academic status in mixed-ability classrooms.
has its roots in a sociological analysis of central features of classrooms - the nature of the task, the roles of students and teachers, and the patterns of interaction.
(Cohen & Lotan, 1997)
![Page 4: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/4.jpg)
Curricular Materials
Instructional Strategies
Status & Accountability
Principles of Complex Instruction
![Page 5: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/5.jpg)
Change our focus from “Who is smart?” to “How is each person smart?”
“Every student in your class is an expert in some valued intellectual skill. Try and find out what these are.”
- Elizabeth Cohen
![Page 6: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/6.jpg)
“To a great extent, students develop expectations for competence (i.e., their perceptions of ‘smarts’) for themselves and for others based on the teacher’s public evaluations of classroom performance.”
- Rachel Lotan in “Teaching Teachers to Build Equitable Classrooms”
![Page 7: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/7.jpg)
Many ways to be smart are valued by the teacher and the students.
Students frequently and successfully demonstrate their “smarts” and are recognized publicly for their competence and accomplishments.
![Page 8: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/8.jpg)
“smartness”
learning of mathematics
teaching of mathematics
![Page 9: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/9.jpg)
Must establish a productive and safe learning environment where students learn they can trust each other as they engage in conceptually challenging and intellectually rich learning tasks
![Page 10: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/10.jpg)
Must teach students the skills to interact respectfully and productively;
Must give them rich enough tasks around which to engage, to struggle, to learn
Must intervene in ways that support their interaction and engagement, but also push on their understanding of key concepts
Must be vigilant about issues of status
![Page 11: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/11.jpg)
Between teachers
Between teachers and students
Between students
Between teachers and administrators
![Page 12: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/12.jpg)
A status issue is seen as non-participation or dominance growing from “agreed-upon” rankings within a group with relation to
perceived academic ability and/or
attractiveness as a friend/popularity
![Page 13: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/13.jpg)
delegate authority through the use of norms and roles
provide learning tasks that require many different intellectual abilities for their completion and that promote interaction
present a multiple-ability orientation to alert students to abilities needed
![Page 14: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/14.jpg)
Students make the groups work by serving as intellectual, academic, and linguistic resources for one another and by holding each other accountable.
![Page 15: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/15.jpg)
observe and document interaction
intervene to:- assess understanding of individuals- “push” on students thinking/talking- hold individuals & groups accountable- identify contributions of specific
students
![Page 16: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/16.jpg)
When teachers and students alike are able to recognize and value the diverse intellectual contributions of all students in heterogeneous classrooms, they show their commitment to close the achievement gap and to develop democratic and caring classrooms.
- Lotan (2006)
![Page 17: Ruth Tsu rtsu6@yahoo](https://reader036.vdocuments.net/reader036/viewer/2022081512/56812c4c550346895d90d2da/html5/thumbnails/17.jpg)
“How to Recognize Complex Instruction in the Classroom” (handout)
Bibliography of articles and books (handout)
Contact information (after this week):[email protected]