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Ensuring Deep Knowledge

Brianne Palensky

OTL 502 – Learning Theories and Models of Instruction

Colorado State University – Global Campus

Dr. Gastrid Harrigan

December 24, 2017

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Ensuring Deep Knowledge

Ensuring deep knowledge is extremely important for multiplication, since it is something

that is used every day. By ensuring I am developing deep knowledge, rather than teaching

something that won’t “stick”, my students will be able to use multiplication in the real-world to

solve problems and will also be able to easily solve division equations. Effectively using

classroom time means eliminating time spent on non-instructional items. Making myself aware

of this lost time will help me to make the most of every minute. By using the six C’s and

effectively using instruction time, I will be able to develop this deep knowledge.

The Six C’s

“The six C’s can provide an underlying foundation for instruction – a guiding rationale or

basic why beneath every instructional practice an intentional teacher employs in the classroom”

(Goodwin & Hubbell, 2013, p. 2178). Young students are always asking “why”. By using the six

essential C’s, I can provide them with an answer to why and can encourage them to find out

“why” they are using multiplication.

Curiosity. “Students ultimately learn what they want to learn; we cannot force new

knowledge into their heads” (Goodwin & Hubbell, 2013, p. 2154). By encouraging curiosity and

asking open-ended questions, students can get excited about multiplication.

According to Goodwin and Hubbell, “an important prerequisite for learning is finding

ways to tap into students’ natural curiosity and develop their interest and motivation to learn”

(2013, p. 2160). Start multiplication lesson with Amanda Bean’s Amazing Dream. It incorporates

a fun story into multiplication and gets them excited to learn about it. Most of the time, students

are excited to learn multiplication and are very curious about it. By tapping into this interest, as a
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teacher, I can find ways my students will use multiplication in the real-world and can use this to

spark even more interest to learn this subject.

Connection. “Teachers support the learning process by helping students recall prior

knowledge and see how new knowledge connects to it” (Goodwin & Hubbell, 2013, p. 2160). By

having my students recall their previous knowledge on addition, I make the connection of how it

applies to multiplication. At the beginning, we will take time to review addition concepts and

once I introduce multiplication, we will continue to review these concepts. The multiplication

mat I created in Module 1 will be helpful for students to always recall previous concepts and

apply them to the current lesson. I will say, “today we will begin learning about the concept of

multiplication, which is repeated addition!” This cue will give my students knowledge of what

the day will consist of and will provide information about multiplication.

Coherence. According to Goodwin & Hubbell, “students often need help to integrate and

make sense of knowledge. When students fail to make connection, their retention suffers” (2013,

p. 2166). By explicitly showing patterns and connections in multiplication, students can make

sense of this concept. Again, Amanda Bean’s Amazing Dream would be a great way to show

students how they may be using addition to solve problems, but they could be using

multiplication. It explains to students how multiplication is using repeated addition, which will

help them make sense of what multiplication really is.

Concentration. “In order to absorb new knowledge and meaning in what they’re

learning, students must spend time thinking about what we want them to learn” (Goodwin &

Hubbell, 2013, p. 2166). I will use a KWL chart to start a discussion about multiplication. My

students will share what they know about multiplication and what they want to know. I can also
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take the time to explain to them what I expect from each student. I can present a timeline of how

they should be grasping concepts and can help set goals with each student. By also asking

essential questions, my students can develop deeper thinking and spend time wondering about

multiplication.

Coaching. According to Goodwin and Hubbell, “an essential element for learning is

guided practice and feedback – in a word, coaching” (2013, p. 2172). Providing feedback as

often as possible and making sure it is non-controlling, growth oriented, specific, constructive

and timely is essential to student success. If a student doesn’t know what they are doing right or

wrong, they may spend too much time wondering and analyzing. As a swim coach, I am

constantly providing feedback. When my students are swimming a stroke incorrectly, I

immediately provide feedback so they can work to improve. Without feedback, they would be

swimming less efficiently, which wouldn’t help them grow and get better. As a teacher, I would

do the same. If my students are struggling with multiplication and aren’t able to solve problems

correctly, I have to provide feedback in a timely manner so that they can spend time fixing their

mistakes.

Context. “Ultimately, if students never extend and apply what they’re learning, then their

new knowledge tends to fade from memory” (Goodwin & Hubbell, 2013, p. 2172). I can

encourage students to use multiplication in their everyday life. For a homework assignment, I

will have students find groups of something in their house and will encourage them to use

multiplication to solve it. For example, I can have my students count the dishes in their house.

They can use repeated addition to count the number of plates they have. And to encourage deeper

thinking, I can have them find something in their house that needs multiplication to add up.
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Designing Lessons

According to Goodwin & Hubbell, “the real goal of learning, rather, should be deep

knowledge or true understanding – that is, being able to connect ideas, recognize patterns among

them, and apply that learning to other contexts and situations” (2013, p. 2141). It’s extremely

important to make sure I know the overall goal of each lesson. When it comes to multiplication, I

am not teaching my students to recite equations, but rather teaching them to use repeated

addition, jumps, arrays and groups will ensure my students understand not only how to multiply

but also will be able to move on to bigger numbers by using these techniques.

Effectively Utilizing Instructional Time

According to Goodwin & Hubbell, “over the past few decades, researchers have

consistently identified time for learning as one of the strongest correlates of student success”

(2013, p. 1967). I will always be intentional about time spent in the classroom. Creating

timelines, posting agendas and ultimately being aware of time spend on non-instruction will

ensure I am making the most out of the time I have with my students. It’s important to make the

most of my time because I can always allocate extra time and use specific techniques to ensure

they are developing deep knowledge.

Post an Agenda. “Using an agenda of the day’s lesson makes learning more relevant to

students and takes the mystery out of what is going to be covered in class that day” (Glasgow &

Hicks, 2009). By posting an agenda on the board each morning, my students will know a

timeline and overview of each day. In third grade, I will list the times for each subject and will

write a short description of what we will cover that day.

Make a Timeline. “When lesson plans do not include an element of time – specifically
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how long each activity will take – it’s too easy for those pesky housekeeping items, digressions,

and slow transitions from one activity to the next to gobble up time and crowd out essential

learning activities” (Goodwin & Hubbell, 2013). Again, a timeline will be posted to the board

each morning. Students will know how much time they have to spend on a specific subject. My

timeline will also act as a do-confirm checklist where I can check to make sure I’m

accomplishing everything in the specific time allotted.

Implement Bell to Bell Learning. I will use seating charts to easily take roll. I will also

post an agenda so students know what is expected of them that day. I will either collect

homework online or have a spot where students place their work at the beginning of the period. I

can use blended learning to increase the amount of time I work with a student one-on-one.

Blended learning also helps keep them engaged! Housekeeping time will be eliminated if

students come into the classroom and place their homework in a bin and hand me any collected

money for a fundraiser.

Embed Learning into Non-Instructional Time. At the beginning of the period, I will

have my students start their warm-up and at the end of the period, we will talk about what they

learned that day.

Go Over Procedures Early. I will spend first week of the year going over how “down

time” will be spent. In elementary school, they can read a book from their book bag, or write in

their journal. We will spend first week practicing so my students know what to expect the entire

year.

Conduct a Time Audit. “Teachers can use a tool such as the National Center on Time &

Learning’s Classroom Time Use Tool to assess how much time they spend, for example, on

opening and closing routines, transitions, unexpected interruptions, lesson launches, teacher-
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directed instruction, and student-guided practice sessions to get a handle on how much of their

classroom time is directed to learning” (Goodwin & Hubbell, 2013, p. 2065). By using this tool,

I can see an outline of how much time I’m “wasting” on non-instructional behaviors and can

create opportunities to eliminate this time as much as possible. By referring back to these

examples, I will be able to eliminate the most amount of time possible.

Provide Activity Stations. “Whereas a traditional classroom caters to the learners ‘in the

middle’ of a spectrum of learning, having a highly differentiated class with activities for various

levels removes the off-task time for those in need of learning at different pace of in a different

manner than is being provided for the general audience” (Goodwin & Hubbell, 2013, p. 2092).

Students learn in different ways, so I will cater to those different styles. Lost time will be when a

student is a visual learner and I use a lecture-style classroom to teach the lesson. Also, some

students will grasp the idea quickly, whereas others will struggle more with multiplication. For

those that understand, I will challenge them with harder equations and critical thinking questions.

And for those that are struggling, I will provide more detailed instruction and further addition

equation practice to solve multiplication.

Prepare for the Unexpected. You never know when an emergency may happen, or

something will come up. Have a back-up plan just in case. Also, take into account time for use of

disciplinary actions. If your students are misbehaving, you will have to take time out of teaching

to address it. Be proactive and encourage motivational and hands-on lessons. Always display

classroom rules so students know what is expected. “Proactive seating arrangements helped.

Depending on the setting, alternating boys and girls helped separate friends to assist students

avoid potential distractions” (Glasgow & Hicks, 2009).

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Create Opportunities. Blended learning and group activities are great to help with

student to student interaction and teacher to student interaction. My seating arrangement will

have students arranged in groups to encourage collaboration. I will still greet students at the door

with a smile and a hello. And then, I will encourage them to begin their warm-up immediately.

Critical Analysis

Developing deep knowledge is essential when it comes to multiplication. If a student is

able to just recite facts from memory, as a teacher that’s an indication they aren’t able to

understand the bigger picture of multiplication. By spending extra time using the six C’s and

ensuring students are not only excited about multiplication, but also know why they are using it,

my students will be able to develop deep knowledge that will be used in both division and in

every day life.

As a teacher, you only have a certain amount of time spent with your students, so it’s

important to make every minute count. Planning ahead and utilizing the above techniques will

ensure I am using my allocated time in the best way possible. From my experience as a coach, I

know it’s important to always plan for the unexpected and by being an effective problem-solver

that can think on my toes will ensure I am able to even utilize all the time I have, even if

something happens.
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References

Glasgow, N., & Hicks, C. (2009). What successful teachers do: 101 research-based classroom

strategies for new and veteran teachers. Retrieved from Sage Knowledge website:

http://dx.doi.org/10.4135/9781483350417.n2

Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying

focused every day. Alexandria, VA: Association for Supervision & Curriculum

Development.