Content and Strategy Centered Teaching and Learning
Nov. 20, 2016
Instructional Methods of Goal and Task Teaching and Learning
Recent report from the Institute of Education Science (IES), the national center for educational research, points out the needs for teachers to emphasize both hands-on and mind-on in teaching practices. Mind-on teaching requires understanding of student interest and thus of how hands-on and mind-on in teaching correspond to content and strategy teaching. The need for hands-on and mind-on teaching and learning have long been recognized by researchers and practitioners alike; but, emphasizing and applying concepts of hands-on and mind-on centered in teaching had been difficult because strategies through which to do so require understanding of functions of student interest (Renninger, 2013) in student learning. Many teachers fail to consider student interest; so they rarely consider the needs for Content and Strategy Centered Teaching. The result is that even in using methods of student-centered, social-cultural, brain-based teaching and learning etc., many teachers still fail to help student to learn well, student do not learn optimally.
Reflective Thinking and Learning
Recently, many writers and instructional designers are getting a drift of the functions of content and strategy teaching, and they are again emphasizing the needs to understand content and strategy centered teaching and learning; they strive to develop instructional materials that reflect understanding of differing perspectives of student interest. For example, Moore (2005) talks about content and strategy knowledge; Vacca and Mraz (2011) writes about hand-on and mind-on teaching and learning. Carlile & Jordan (2005), in expounding theory of student-centered teaching and learning, differentiate between proactive and active engagement. Gibbs (1995) emphasizes the same concepts as Carlile & Jordan (2005), when they explicate student-centered learning; they indicate that optimal learning involves active and proactive teaching and learning perspectives.
Helping Students to Learn Optimally
Student may be hands-on task but not mind-on task. Hands-on task imply that student is engaged with the objective but not the cognitive perspective of learning. In other words, being hands-on tasks does not necessarily require student to exercise their cognitive capacities. In hands-on teaching, where teacher’s focus is in regard to practical/objective but not cognitive perspective of tasks, teacher does not deliberately engage students to exercise their cognitive capacities, and students do not learn how to learn, and students may not be failing to learn well.
Center for Development of Interest in Learning (CDOIL)
Education researchers and practitioners at the Center for Development of Interest in Learning (CDOIL Inc.) have greatly addressed the challenges of CSCT through the instructional methods of Content and Strategy entered Teaching and Learning (CSCTL). Recently, Renninger (2015) and Hogheima (2015) found that student interest consists of differing perspectives; CDOIL researchers did a study on interest and corroborate Renninger (2015) and Hogheima (2015) theory of interest. In creating the instructional method that respond to students’ cognitive perspectives of learning, CDOIL researchers and practitioners develop the Content and Strategy entered Teaching and Learning (CSCTL)) identified, and they address all the perspectives of student interest.
Content and Strategy entered Teaching and Learning (CSCTL)
Krapp (2012), Renniger (2012) and Hogheima (2015) indicated that for students to pay attention to tasks, student interest needs to be triggered, maintained, sustained, shared and personalized (or personal). The CSCTL instructional step that corresponds or helps to trigger interest, and thus students’ attention is the Revisit Teaching Strategy; (2) The CSCTL instructional step that helps to maintain interest, and thus students’ attention is the Review Teaching Strategy (3) The CSCTL instructional step that help to sustain interest and, thus students’ attention is the Rehearse Teaching Strategy; (4) The CSCTL instructional step that help to share (experiences) interest, and thus students’ attention to tasks is the Reciprocal Teaching Strategies; and (5) The CSCTL instructional step that helps to personalize interest, and thus student attention to tasks is the independent practice Perspective (or Response Teaching Strategy).
These teaching strategies are fully explained in the CSCTL professional development training that we provide. CSCTL is the innovative and user friendly teaching and learning methods created by experienced teachers and researchers at CDOIL Inc. CSCTL concepts are based upon more than three decades of diligent and persistent research of best-practice methods of teaching that have developed by notable educators. CSCTL consists of five instructional steps, designed to address the strategy and content perspectives of teaching and learning, identified above.
(A) Content and Strategy entered Teaching and Learning (CSCTL) is an instructional method focused to connect student concerns with learning tasks (in-school with out-of-school experiences).
(B) A benefit of using the CSCTL is that while it helps students to learn as fast as possible and to pass tests, it also helps student to prepare for life-long learning, college and a world of work.
(C) Content and Strategy entered Teaching and Learning (CSCTL) emphasizes the need for a teacher to be consciously aware of the strategies to help students develop increased interest in learning.
(D) Content and Strategy entered Teaching and Learning (CSCTL) uses five instructional strategies, each strategy is geared to help students develop increased interest in learning; the strategies include,
1. Strategy Teaching to triggered interest;
2. Strategy Teaching to maintain interest;
3. Strategy Teaching to sustain Interest;
4. Strategy Teaching to share interest
5. Strategy Teaching to personalize interest.
(E) A CSCTL teacher uses (1) dialogue and differentiates questioning to promote inclusiveness; (2) Thinking Maps, graphic organizers simplify concepts and (3) instructional delivery assessment and data collection strategies to gain insight into student challenges and to help them accordingly.
(F) A most outstanding feature of the CSCTL methods is that a CSCTL teacher may learn to use CSCTL methods without having to change what is already working well for them.
*CSCTL enhances what teacher is already doing well.
Benefits of learning to use CSCTL methods
In CSCTL training, participants familiarize themselves with principles and practice of Goal and Task Thinking and Learning (CSCTL) methods. Participants learn to develop and use CSCTL strategies: participants learn to use (1) dialogue and engage students in discussing students’ concerns; (2) identify and explain resources for learning the concepts; (3) derive and simplify relevant concepts, formulas and strategies; (4) guide students in modeling what they have learned; and (5) guide the students to independently practice and internalize their learning achievements. The CSCTL methods consist of strategies that tend to be more effective and efficient and to reinforce teacher efforts in each subsequent use. Commenting on the CSCTL strategies, a New York City school teacher says, "I used GTTL methods in an Alternative High School Program; students who had dropped out from the High School re-enrolled and graduated with classmates."
Each of the instructional steps of CSCTL has its unique and specific focus, purpose, rational and method. In our professional development services, we explain each and all of the strategies. Participating will learn about the focus, purpose, rational and methods of each of the CSCTL strategies, and how to implement the CSCTL program in their classrooms.
Participants will work together in groups of four or five participants. Each group will be assigned a CSCTL expert on hand to answer questions and facilitate the group.
Specifically, participants will gain the following:
(1) A working knowledge of the influences of students’ interest in learning, and how individual variability plays out in different educational environments.
(2) The knowledge to differentiate between Goal and Task thinking and to learn to consciously facilitate students in developing increased interest in learning.
(3) Materials, guidelines and techniques for applying CSCTL principles and for creating ideal learning environments and lessons units and curriculum units.
(4) Strategies for developing and using innovative methods, including Thinking Maps and Graphic Organizers tablets and handhelds, to simplify concepts of instructions.
(5) Access to using CSCTL training materials; this include planning tools, such as the CSCTL teachers' manual and Training materials. Books on the subject of student interest (Interest and Learning, Thinking and Learning) written by CSCTL developers.
CDOIL. Inc. Center for Development of Interest in Learning 8th Floor, 175, Fulton Ave. Hempstead. New York, 11550. Tel. (516) 708-3463; Fax. (516) 705-0687
Content and Strategy entered Teaching and Learning (CSCTL): helping students to develop interest in learning.
Who should attend?
Educators (general and special education staff, curriculum coordinators, school administrators, instructional technology specialists, etc.) and teams of educators at all levels who are interested in learning about and applying CSCTL to practice.
Length of Training activities; Two day
Pricing – three price categories; please, call to determine the category that is right for you and your school or school district. Any of the three price categories covers the following:
•All training materials •First Day - Continental breakfast and Light lunch •Second Day - Continental breakfast and Light lunch
(1) There is a 15% discount for the fall of 2015/2016 school year.
(2) In some cases, we offer free professional development service (call for information regarding our free service).
Location of Training; to be determined.
To register for summer institute, cut and paste (link); http://www.cdoil.org/Registration.html
To inquiry regarding the PD services, you may reach us at; (516) 708-3463 and (516) 705-0687.
Any other questions, please contact Dr. Martin Odudukudu: 516 263-3585 or by email: firstname.lastname@example.org