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10-2/2 Protocol “Chunk and Chew” Purpose The 10-2/2 strategy is highly effective in supporting students with understanding important concepts. The purpose of 10-2/2 is to ensure that students are not inundated with input from the teacher without being given appropriate time to process the information. Simplistic yet complex in nature, 10-2/2 is applicable in all content areas. Student comprehension grows as learning is processed in small chunks, both orally and in writing. By focusing in short spurts on important discipline-specific understandings, content-rich lessons are delivered in small, 10 minute, “chunks.” During this time, students listen and possibly take notes. Then, prompted by a teacher question to focus thinking, students are given time to “chew” the information first writing individually (2 minutes) then verbally processing with a partner or small group (2 minutes). Rational Reinforced by Costa, 1981 and Long, Swain and Cummins, 1996, it is important to allow at least two minutes of student processing time (both orally and in writing) with every ten minutes of teacher lecture. It is the two minutes that supports comprehensible output, negotiating meaning, and a risk-free environment to try new vocabulary and concepts with someone the student understand – another student. It allows metacognition. Also connected to brain research is the idea of chunking your information. People remember more if it is chunked (as with social security and phone numbers). Variations By examining written lesson plan and asking how many steps of the lesson can be delivered in a 10 minute chunks, the focus can be laser-like. Continue to break the lesson in these brain-friendly chunks. Ideas for variations include: * Use 10 – 2/2 strategy for reading from the text. * As 10 – 2/2 is incorporated into lesson, glue 10 – 2/2 note-taking tool into current note-taking system (journal, lab book, etc.) * Add language structure support (frames) within 10 – 2/2 note-taking tool. * Have students sit in primary language groups during lecture time so they can process new concepts in their primary language first, then English. The “Focus on Language” Perspective The processing of 10 – 2/2 is an ideal way to teach students to recognize the structure of functional language. Use the 10 – 2/2 strategy to point out how language – both explicit and implied – is being used to express a system of thinking. Chunking a ten minute excerpt for a particular language function in combination with structured opportunities to practice that language, both in oral and written, allows students to convey their understanding of any given concept.