SOAR Presentation Sample

Ken Kiewra Author

11/16/2017 Added

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[00:00:20.357]In an academic world brimming with caring
[00:00:23.349]and skilled educators,
[00:00:25.424]we probably all have met one or two teachers
[00:00:28.263]who are pedagogically challenged.
[00:00:31.140]Consider my fifth grade teacher, Mr. Bob Rippe.
[00:00:35.727]Of course, I'm not using his real name.
[00:00:38.203]His real name was Mr. Robert Rippe.
[00:00:41.665]Mr. Rippe rarely spoke to the class.
[00:00:45.055]Instead, he showed a lot of movies,
[00:00:47.590]about four or five a day.
[00:00:50.054]It seemed like the lights were never on in our classroom.
[00:00:53.715]We were known around school as the moles
[00:00:56.554]because we were the kids squinting in the lunch room
[00:00:59.499]and wearing sunglasses on the bus rides home.
[00:01:05.999]Before each movie, Mr. Rippe sent one of the students
[00:01:09.461]to the cafeteria to purchase two cartons of milk for him.
[00:01:14.471]Kids paid just 10 cents a carton.
[00:01:17.333]Teachers paid 15.
[00:01:19.268]So he saved a cool five cents on every carton.
[00:01:23.893]This was a significant savings
[00:01:25.991]when you have an eight to 10 carton a day habit.
[00:01:29.736]Mr. Rippe would chug the milk
[00:01:31.766]and then fall asleep at his desk and not stir
[00:01:35.286]until the film spun and snapped in the take-up reel.
[00:01:39.768]Students, meanwhile, paid little attention to the movies.
[00:01:43.863]Some dozed, others made shadow puppets on the screen,
[00:01:48.039]and others snacked on candy and popcorn
[00:01:50.692]smuggled in lunchboxes and book bags.
[00:01:54.763]After a film, there was no class discussion or reflection,
[00:01:59.198]just a short intermission before the next flick.
[00:02:05.456]I learned next to nothing from these films.
[00:02:09.441]One of the few ideas that stuck
[00:02:11.809]came from a film on the planets.
[00:02:14.831]I remembered the planet Uranus because, well,
[00:02:17.859]it was named Uranus and I was in fifth grade.
[00:02:22.036]I suppose Mr. Rippe's cinematic teaching style
[00:02:24.992]had some positive carryover.
[00:02:28.161]12 of the 22 students in our class later secured jobs
[00:02:32.584]as movie theater projectionists.
[00:02:38.260]Coincidentally, or through bad planning,
[00:02:41.126]the same planet film was shown in sixth grade,
[00:02:43.977]and I learned light years more.
[00:02:46.476]Here is what my sixth grade teacher Ms. Rotor did.
[00:02:50.194]By the way, I reversed the order of letters in her name
[00:02:53.727]so she could not be identified either.
[00:02:56.790]First, she gave students a handout like this one
[00:03:00.005]for taking notes.
[00:03:01.999]The handout helped students select important ideas
[00:03:05.606]from the film.
[00:03:07.286]It listed all the planets
[00:03:09.292]and beneath each planet's name its key characteristics,
[00:03:13.340]such as miles from the sun,
[00:03:15.734]revolution time, and orbit speed.
[00:03:19.065]Space was provided
[00:03:20.286]alongside each characteristic for note-taking.
[00:03:28.887]Next, she helped us organize the planet information
[00:03:32.782]by providing a chart for us to complete.
[00:03:36.162]It listed the planet names along the top row
[00:03:39.740]and the planet characteristics down the left column.
[00:03:44.116]We used our completed notes
[00:03:45.851]to fill in the cells within the chart.
[00:03:48.680]When completed, the chart looked like this.
[00:04:02.092]Then Ms. Rotor helped us associate planet facts.
[00:04:07.384]She stressed learning relationships, not isolated facts.
[00:04:12.699]For instance, when studying this chart,
[00:04:15.809]she pointed out that as planets' miles
[00:04:18.671]from the sun increases, their revolution time increases,
[00:04:24.292]and their orbit speed decreases.
[00:04:28.690]Inner planets have rocky surfaces
[00:04:31.519]and outer planets have slushy surfaces.
[00:04:35.943]Inner planets, relative to outer planets,
[00:04:39.228]have smaller diameters, fewer moons,
[00:04:43.839]and longer rotation times.
[00:04:46.805]"Wow!" I remember thinking.
[00:04:48.744]Ms. Rotor and a class of sixth graders
[00:04:51.148]were finding all these amazing associations
[00:04:54.374]that were never mentioned in the film.
[00:04:57.402]As astronomer Carl Sagan might say,
[00:05:00.243]"There was indeed a cosmic order."
[00:05:13.091]Ms. Rotor also helped us associate planet facts
[00:05:16.856]with our own lives.
[00:05:18.429]She pointed out, for example,
[00:05:20.071]that we'd be about 44 years old on Mercury
[00:05:23.263]but just one year old on Jupiter.
[00:05:26.584]This led several sixth graders to wish they lived on Mercury
[00:05:30.139]so they could drive.
[00:05:34.487]Last, Ms. Rotor helped us regulate our learning
[00:05:38.218]by providing us with practice questions.
[00:05:41.632]Answering these practice questions helped us know
[00:05:44.469]if we were ready for a real test over this material.
[00:05:53.520]Mr. Rippe's and Ms. Rotor's approaches
[00:05:56.303]for teaching about the planets, or anything for that matter,
[00:06:00.111]were markedly different.
[00:06:02.147]Mr. Rippe guzzled a couple of cartons of milk,
[00:06:05.318]tossed the information out there frame by frame,
[00:06:08.636]and left us lost in space.
[00:06:12.112]Ms. Rotor helped us learn.
[00:06:14.572]She helped us SOAR to success,
[00:06:17.170]by helping us select important ideas,
[00:06:20.485]organize and associate the ideas,
[00:06:23.890]and then regulate our learning through practice testing.
[00:06:28.637]It is important for teachers to help students SOAR,
[00:06:32.684]because students, left to their own devices,
[00:06:35.934]often use ineffective strategies.
[00:06:39.212]Let's take a look.
[00:06:43.946]Students often do just the opposite of SOAR.
[00:06:47.788]When students should select lesson information
[00:06:50.924]by recording complete notes,
[00:06:53.049]they instead record sketchy, incomplete notes.
[00:06:57.401]When they should organize ideas in comparative charts,
[00:07:01.497]they instead organize them in lists and outlines.
[00:07:05.938]When they should associate ideas and build relationships,
[00:07:10.250]they instead learn in a piecemeal fashion,
[00:07:13.654]one idea at a time.
[00:07:15.922]And when they should regulate learning
[00:07:18.621]through self-testing to be sure they know their stuff,
[00:07:22.142]they instead use redundant strategies,
[00:07:25.292]like recopying notes and reciting facts again and again.
[00:07:35.698]Let's take a closer look at what students do wrong.
[00:07:39.129]To do so, we'll return to the planet material.
[00:07:45.887]Imagine if these were the notes you had to study
[00:07:48.931]for the first two planets.
[00:07:51.007]They're as sketchy as a Craigslist ad.
[00:07:54.130]Where's the information about Mercury's surface
[00:07:56.780]or moons, for example?
[00:07:59.337]Nowhere to be found.
[00:08:01.500]That's too bad, because research shows that students
[00:08:05.135]have only a 5% chance of recalling non-noted information.
[00:08:11.085]Did you write that down?
[00:08:13.980]Not only is there missing information,
[00:08:16.386]but the information recorded is incomplete.
[00:08:20.098]3,000 miles, what's that refer to?
[00:08:23.743]Rocky, what's that refer to?
[00:08:26.635]Rocky I, Rocky II, Rocky XIV?
[00:08:30.962]Yo, Adrian, where's my walker?
[00:08:33.177]I gotta go fight Apollo.
[00:08:35.865]Students record just 1/3 of important information in notes.
[00:08:40.972]That would be like me telling you my 10-digit phone number
[00:08:45.119]and you writing down just three to four digits.
[00:08:47.909]Crazy!
[00:08:49.676]Well, this is especially crazy
[00:08:52.223]when it comes to classroom learning, because note-taking
[00:08:56.242]is positively correlated with achievement.
[00:09:00.259]The more notes students record, the higher they achieve.
[00:09:04.906]Teachers need to help students select
[00:09:07.570]and note more information.
[00:09:13.522]Then, instead of organizing notes
[00:09:16.412]in ways that aid comparison,
[00:09:19.065]students organize notes into lists and outlines
[00:09:22.623]that separate information that belongs together.
[00:09:27.026]An outline that continues on like this one
[00:09:30.226]makes it nearly impossible for students
[00:09:32.389]to notice relationships among the eight planets,
[00:09:36.140]such as that between revolution time and orbit speed.
[00:09:45.500]Here's another example.
[00:09:47.353]Notice how this outline makes it difficult
[00:09:50.041]to compare moths and butterflies.
[00:10:03.236]Whereas this chart makes comparisons easy to see.
[00:10:07.180]Teachers need to help students organize ideas
[00:10:10.124]in comparative ways.
[00:10:20.095]Another problem is that students study notes
[00:10:24.022]in a piecemeal fashion, one idea at a time,
[00:10:27.826]rather than associate ideas.
[00:10:31.063]I call this the flashcard approach.
[00:10:34.725]The flashcard approach can never reveal
[00:10:37.413]how ideas are related.
[00:10:47.705]To understand the folly of piecemeal learning,
[00:10:51.609]imagine if I dumped the contents of a puzzle on your desk
[00:10:55.218]and asked you what image the puzzle portrayed.
[00:10:59.621]Would you pick up one of the pieces and say,
[00:11:02.181]"Well, this one is a brown color
[00:11:04.626]"with some streaks of yellow,"
[00:11:06.917]pick up another and say,
[00:11:08.490]"This one has a straight edge and is blue"?
[00:11:12.255]You certainly would not.
[00:11:16.863]You would assemble all of the pieces
[00:11:18.732]and see what they reveal.
[00:11:20.889]A piecemeal approach does not work for solving puzzles,
[00:11:25.209]nor does it work for learning.
[00:11:27.689]Students must piece information together
[00:11:31.070]in order to see the big picture.
[00:11:37.228]The moth and butterfly chart you saw previously
[00:11:40.940]is like a complete puzzle.
[00:11:43.538]It reveals relationships.
[00:11:46.457]For instance, both insects progress
[00:11:49.810]through four stages of development
[00:11:51.948]and have two sets of wings.
[00:11:55.056]Plus, the insects differ in several ways,
[00:11:58.597]such as color and flight.
[00:12:02.572]And when all those differences are considered,
[00:12:05.913]moths appears to be rather introverted creatures.
[00:12:09.945]They fold their wings down and fly at night
[00:12:12.809]when no one can see their drab color.
[00:12:15.833]Whereas butterflies appear
[00:12:17.248]to be rather extroverted creatures.
[00:12:20.473]Their wings are outstretched
[00:12:22.597]and they parade their bright colors
[00:12:24.565]during the day for all to see.
[00:12:28.626]Learning in a piecemeal fashion
[00:12:31.685]can never reveal the completed puzzle
[00:12:34.757]or important associations across academic topics.
[00:12:40.028]Teachers need to help students associate ideas.
[00:12:49.718]Finally, students try to commit information to memory
[00:12:54.124]by repeating it until they sound like a broken record
[00:12:57.284]or iTunes clip.
[00:12:59.023]Jupiter, 17 moons, Jupiter, 17 moons,
[00:13:01.241]Jupiter, 17 moons, Jupiter, 17 moons.
[00:13:07.308]Few students regulate learning by self-testing.
[00:13:11.660]Instead, they study lesson pieces
[00:13:14.614]using redundant, rehearsal-like strategies
[00:13:18.290]such as rereading, reciting, recopying, and regurgitating.
[00:13:24.191]Ridiculous.
[00:13:26.034]Rehearsal strategies, although more popular
[00:13:28.850]with students than video games, are not effective
[00:13:32.562]for remembering information long-term.
[00:13:39.013]Want proof?
[00:13:40.498]Try quickly competing the two activities shown here.
[00:13:45.029]I'll whistle the Jeopardy music
[00:13:47.052]while you write down your responses.
[00:13:50.813]("Think!" by Merv Griffin)
[00:14:13.788]Now, compare your answers to those shown here.
[00:14:17.844]How'd you do?
[00:14:19.228]Assuming you're like most people,
[00:14:21.173]except much better-looking, not so good.
[00:14:24.628]Even though you have been repeatedly exposed to
[00:14:27.712]and in a sense rehearsed these items
[00:14:30.466]thousands of times over the years,
[00:14:32.847]you could not remember them correctly.
[00:14:35.970]That's because mere repetition does not work.
[00:14:41.269]And yet many students simply show up for class,
[00:14:45.736]hoping that exposure to the teacher's words
[00:14:48.908]expands their minds with knowledge.
[00:14:52.239]When studying, they mindlessly mouth the words
[00:14:55.746]from their textbooks,
[00:14:57.218]hoping they become imprinted in their brains.
[00:15:00.559]Others are even more optimistic.
[00:15:02.645]They tuck their books beneath their pillows at night
[00:15:05.408]and dream that text ideas
[00:15:07.394]permeate their gray matter through osmosis.
[00:15:10.991]Teachers need to help students regulate ideas
[00:15:14.626]through self-testing.
[00:15:19.285]So, what happens when teachers just toss information
[00:15:22.906]out there haphazardly like Mr. Rippe,
[00:15:25.990]and when students use ineffective strategies
[00:15:28.873]like those just shown here?
[00:15:31.586]Big problems, little learning.
[00:15:35.874]Education is like being at the United Nations
[00:15:38.447]without headphones and as logical as round pizzas
[00:15:42.505]delivered in square boxes.
[00:15:45.231]But there is a solution.
[00:15:47.996]Teachers presenting information in SOAR ways
[00:15:51.260]that help students learn effectively.
[00:15:54.253]I have a name for these effective teachers
[00:15:56.340]that help students SOAR: Teacher A.
[00:16:03.982]Here is lesson information on animal behavior.
[00:16:07.375]Let's see how Teacher A might help students SOAR to success.

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