Developing Deep Knowledge
No teacher wants to learn down the road that their students have forgotten the knowledge that they were taught. Unfortunately, as time passes, everybody seems to forget some the information they learned in school. According to Goodwin and Hubbell (2013), "studies have found that students often forget about half of what they "learned" when tested on the same content weeks, months, or even years later". (Be Intentional, Item 10, para. 3). Therefore, teachers must strive to develop deep knowledge in their students.
Goodwin and Hubbell (2013) identified six ways that students can develop a connection to what they are learning. These essentials are called "The Six Essential C's for Learning". Goodwin and Hubbell (2013) describe them as such:
By identifying the "6-C's" when planning lessons and understanding how they work together and independently from one another, a teacher can create lessons that avoid glossing over subjects and ensure their students are developing deep knowledge of their subjects. Click on the snapshot of my lesson plan from my parliamentary debate class below for a closer look at how I used the 6-C's. They are in bold type.
Goodwin and Hubbell (2013) also list additional methods that teachers can use to help students retain new knowledge. These include:
Other ways that teachers can ensure deep knowledge in their students is by anticipating what students will think about, asking them questions that force them to think, and testing students formatively on their deeper knowledge. (Goodwin & Hubbell, 2013) By using these processes the hope is that students will be able to create lasting connections to their knowledge and be able to apply it in the future.
Goodwin and Hubbell (2013) identified six ways that students can develop a connection to what they are learning. These essentials are called "The Six Essential C's for Learning". Goodwin and Hubbell (2013) describe them as such:
- Curiosity (an important prerequisite for learning is finding ways to tap into a student's natural curiosity)
- Connection (the process of connecting new learning with prior knowledge)
- Coherence (explicitly spelling out connections, patterns, and the larger meaning of what students are learning)
- 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)
- Coaching (guided practice and feedback)
- Context (repeating procedures and finding real-world applications for knowledge) (Be Intentional, Item 10, Following the elusive recipe for developing understanding, para. 4-9)
By identifying the "6-C's" when planning lessons and understanding how they work together and independently from one another, a teacher can create lessons that avoid glossing over subjects and ensure their students are developing deep knowledge of their subjects. Click on the snapshot of my lesson plan from my parliamentary debate class below for a closer look at how I used the 6-C's. They are in bold type.
Goodwin and Hubbell (2013) also list additional methods that teachers can use to help students retain new knowledge. These include:
- Advance organizers (skimming upcoming units or chapters or going over an outline quickly) (Study.com provides an example that can be found here)
- Nonlinguistic representations (the use of graphics or images)
- Cues and questions (anchoring students to big ideas before they learn specific facts) (Be Intentional, Item 10, I help students find coherence in what they're learning, para. 5-8)
Other ways that teachers can ensure deep knowledge in their students is by anticipating what students will think about, asking them questions that force them to think, and testing students formatively on their deeper knowledge. (Goodwin & Hubbell, 2013) By using these processes the hope is that students will be able to create lasting connections to their knowledge and be able to apply it in the future.
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To access Item 11- Coaching Toward Mastery
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