Chapter 9 - Patterns
A Major Element in Effective Teaching and Learning
Learning Objectives
After reading and discussing chapter 9, teachers will be able to do the following.
- Identify elements of patterning and how it promotes the learning process.
- Give examples of how patterning could be used in your subject area by creating a chart listing topics and pattern techniques.
- Design (or modify) a lesson plan that lists the subject and how the patterning instructional strategy will be used to assist in student understanding of the topic.
Chapter Summary
Making connections and creating patterns about content is an important factor in learning. Students need to see the relationship among information to make meaning of it.This chapter will focus on two issues related to using patterns in learning. First, we will look at how we can help students make patterns out of the information in our content area. By doing this, we will help our students see how the subject area is structured. The second area we will delve into is to assist students in how to use patterns to help them learn and remember information (Doyle, 2011).
Students may need help "putting the puzzle pieces together." There are many ways to assist students in seeing these connections. One popular example is to have students re-state information in their own words, a process called recoding. We all have our own way of stating things; our own "pattern" so to speak. When students reprocess information into their own words (like I'm doing here) it will help them make a meaningful connection with the information and a greater likelihood it will be remembered.
Listed below are a few examples of strategies to help students learn through the use of patterns.
Similarities/Differences and Compare/Contrast
A classic method of using patterning as an instructional strategy is to have students create diagrams or charts listing similarities and differences. Comparing and contrasting data will guide students into sorting, classifying, and realizing how items are connected.
A classic method of using patterning as an instructional strategy is to have students create diagrams or charts listing similarities and differences. Comparing and contrasting data will guide students into sorting, classifying, and realizing how items are connected.
Cause and Effect
Cause and effect scenarios require students to dig even deeper into their critical thinking skills to explore a variety of complex situations. Additional strategies include the use of timelines, sample demonstrations, and showing physical examples of abstract concepts. Each of these methods will help students understand, remember, and recall information.
Cause and effect scenarios require students to dig even deeper into their critical thinking skills to explore a variety of complex situations. Additional strategies include the use of timelines, sample demonstrations, and showing physical examples of abstract concepts. Each of these methods will help students understand, remember, and recall information.
Hierarchy
Helping students organize information, put their "ducks in a row" so to speak, is another strategy. Patterns are found often through the use of placing items in a chronological order, alphabetizing, order of importance, largest to smallest, timelines of events, flowcharting, and a variety of other hierarchical techniques. All of these will help students make connections to the information and will increase their ability to remember and recall.
Helping students organize information, put their "ducks in a row" so to speak, is another strategy. Patterns are found often through the use of placing items in a chronological order, alphabetizing, order of importance, largest to smallest, timelines of events, flowcharting, and a variety of other hierarchical techniques. All of these will help students make connections to the information and will increase their ability to remember and recall.
As with each topic of this workshop, we are striving to help our students learn better, learn "deeper," so that the information stays embedded in long term memory. Using patterns is an excellent strategy to employ in a learner-centered teaching environment. As with all other instructional strategies, it is teacher driven. The teacher must thoughtfully plan these activities that engage the learner and promote more opportunities for understanding.
Personal Connection
Looking back at my years as a high school Accounting instructor, patterns were everywhere. Accounting is a process, and students need to understand how the entire accounting cycle comes together. As I re-read the information in Chapter 9, I realized there are many instances of using similarities and differences in teaching Accounting. Accounts such as "Supplies" and "Supplies Expense" would be a good example to use in a similarity/difference evaluation. The concept of debits and credits might be used in a pattern of compare and contrast. A high credit balance may be a good thing for one account, yet not acceptable for another. As students proceed to more advanced Accounting topics, cause and effect patterns could be brought into play. Sound financial decisions rely upon accurate accounting information. Case scenarios could be used to help students see the cause of inaccurate accounting and the effect it could play on business decisions.
Suggestions for Implementation
STEP 1:
Discuss with teachers the research that using pattens helps students make connections and meaning of new information. Use some demonstrations, such as the examples in chapter 9, to help drive the point. The objective of this step is to get teachers to see the purpose and positive use of patterns in teaching. Once this is accomplished, move on to the next step.
Discuss with teachers the research that using pattens helps students make connections and meaning of new information. Use some demonstrations, such as the examples in chapter 9, to help drive the point. The objective of this step is to get teachers to see the purpose and positive use of patterns in teaching. Once this is accomplished, move on to the next step.
STEP 2:
Have teachers fill out a chart identifying topics in their subject that could use patterns. This process will hopefully show teachers the many different areas of their subject that can exploit pattern instructional strategies. An example chart is below. After teachers make these connections, move on to step #3.
Have teachers fill out a chart identifying topics in their subject that could use patterns. This process will hopefully show teachers the many different areas of their subject that can exploit pattern instructional strategies. An example chart is below. After teachers make these connections, move on to step #3.
STEP 3:
Prompt teachers to create a lesson plan (or modify an existing one) that incorporates thoughtful use of the instructional strategy of patterning. Teachers should implement the lesson with the patterning strategy.
Prompt teachers to create a lesson plan (or modify an existing one) that incorporates thoughtful use of the instructional strategy of patterning. Teachers should implement the lesson with the patterning strategy.
STEP 4:
Find a medium for teachers to share their pattern lessons and experiences. This could be a face-to-face meeting, a wiki, shared Google Doc, Twitter feed, or numerous other methods.The purpose of this last step is to give teachers a way to network and provide peer feedback and support for their efforts.
Find a medium for teachers to share their pattern lessons and experiences. This could be a face-to-face meeting, a wiki, shared Google Doc, Twitter feed, or numerous other methods.The purpose of this last step is to give teachers a way to network and provide peer feedback and support for their efforts.
RESOURCE:
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.