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The big ideas that students learn should relatively be the same for all students, but the content can still be differentiated. 

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The big ideas that students learn should relatively be the same for all students, but the content can still be differentiated. 

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The content can be differentiated by changing the level of complexity and breadth (connecting across different topics).

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Interest and learning profiles can help inform a teacher's decisions regarding breadth. 

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Interest and learning profiles can help inform a teacher's decisions regarding breadth. 

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Students' readiness informs the level of complexity of the content being present. 

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Students' readiness informs the level of complexity of the content being present. 

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An example of content differentiation based on complexity:

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An example of content differentiation based on complexity:

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Students are working with organizing and representing data and answering related questions based on the data.

Students who may be struggling will:
- Have a smaller set of data
- Asked given questions about the data

Those who are more ready and advanced will:
- Asked to generate their own questions about the data given

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An example of content differentiation based on breadth:

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An example of content differentiation based on breadth:

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Students are working with organizing and representing data and answering related questions based on the data. Students are given different data based on their interests!

Student A really enjoys sports and is a part of the summer sports league. The data given to Student A is about baseball batting records.

Student B really enjoys reading books and is part of a book club. The data given to Student B is about library books at the local library.

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How students engage with and make sense of the content --- the process --- changes, while the big ideas are still the same. 

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How students engage with and make sense of the content --- the process --- changes, while the big ideas are still the same. 

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This can be thought of as "taking different roads to the same destination."

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Examples of different processes students can use:

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Examples of different processes students can use:

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Use visuals or graphic organizers to help students connect ideas and build a structure for the information being presented in the lesson.

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Use visuals or graphic organizers to help students connect ideas and build a structure for the information being presented in the lesson.

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Provide manipulatives to support students' development of concepts.

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Provide manipulatives to support students' development of concepts.

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Provide different manipulatives from those previously used.

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Provide different manipulatives from those previously used.

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Use an appropriate context that help students build meaning. 

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Use an appropriate context that help students build meaning. 

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Share examples and nonexamples to help students develop a better understanding.

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Share examples and nonexamples to help students develop a better understanding.

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Your brain likes to generalize. It makes generalizations out of individual examples, similar to fitting together the pieces of a puzzle. This is more or less how concepts are formed-by grouping together things, ideas and events with shared characteristics so you can classify them. It's an efficient way to give meaning to your world.

For example, when you first saw a comic strip you most likely didn't know the concept of "comics." But over time, you learned that certain styles of line drawings formatted in a sequence were referred to as comics. Once you formed this concept, it became easier to classify other examples of line drawings as comics or non-comics.

Examples or instances seem to be crucial for helping a learner form accurate concepts. Otherwise, according to educational researchers, the learner can overgeneralize, under-generalize or form misconceptions. Here are six ways to help learners acquire concepts.

Rule #1: Use examples in which the irrelevant attributes vary widely.

As LX designers, we can help by providing the right types of examples. Just any old examples won't do. The attributes of the examples should vary widely, particularly on irrelevant characteristics, so learners get the right idea.

In a course on sexual harassment, if your examples only demonstrate a person harassing an individual of the opposite sex, a learner might erroneously generalize that sexual harassment cannot occur between people of the same gender. This, of course, is not true.

By varying the less relevant attributes of your examples, learners get a more refined understanding of a concept. If examples of a concept don't vary widely on irrelevant attributes, learners may form generalizations that are too limited (2).

Rule #2: Progress from simple to difficult examples.

It's also important to start with simple examples at first, but then be sure to progress to more complex ones later. Research shows that if a learner only sees simple instances of a concept, he or she will be less likely to classify the more difficult instances. This causes under-generalization (3).

Imagine a radiologist learning about bone fractures. If the radiologist only learns how to identify the most obvious instances, in which the fragments separate completely, he or she will undergeneralize about fractures. Upon coming upon a fracture in which the bone fragments are still partially joined, the radiologist could make a false diagnosis.

Rule #3: Present instances of a concept in rapid sequence or allow all instances to be viewed simultaneously.

Display examples close together in time. This enables them to be active in working memory all at once, facilitating the process of generalization. If there is a time gap between the presentation of examples, the learner might not generalize from them. So present examples in rapid sequence or leave several on the screen at one time (1).

Rule#4: Use matched examples and non-examples for concepts with related attributes.

Your brain also likes to discriminate. Discrimination restricts the range of examples used to form a concept, which can be promoted by presenting nonexamples. Nonexamples are an instance that is specifically not an example of the concept being learned. Nonexamples should vary in one attribute from the example with which it is paired.

Some research points to the fact that concepts with clearly distinguishable attributes (like texture versus color) are better taught with examples only. The learner only needs to generalize in order to acquire the concepts. But concepts that have common attributes, such as the statistical concepts of mean, median and mode, require discrimination skills and thus need matched examples and nonexamples (4). Matched examples and non-examples should be present in working memory simultaneously.

Back on the comics theme mentioned earlier, it's difficult to fully define the concept of comics. So a paired example and nonexample can help, because discrimination is required. The pair below demonstrates that the intent of the artist is one attribute for defining comics. The example on the left was intended to be read as a comic book. Roy Lichtenstein's comic-based painting on the right was intended as an artwork that provided commentary on the mass media.

Rule #5: Provide opportunities for learners to generate their own examples of a concept.

If you're working in a setting that allows learners to communicate with you and each other, ask them to generate their own examples of a concept. Promoting reflection and response in this way will reinforce well-formed concepts and correct misunderstandings. It may also illuminate the blurry areas, because not all concepts can be neatly defined.

In the sexual harassment course mentioned earlier, a learner might come up with an example that asking a co-worker for a date is harassment. Others in the discussion would probably respond that this is not harassment, but that repeatedly asking the same co-worker for a date after multiple refusals could be considered harassment. This feedback corrects the misconception.

Rule #6: Expose learners to a wide range of examples and nonexamples and allow them to discover the concept.

We have been discovering concepts on our own since childhood. It's a natural occurrence for a pattern-seeking brain. It's not surprising then that an effective way to learn concepts is to discover them from interacting with a set of examples and non-examples.

Using this inquiry strategy in eLearning isn't quite as easy as in a live classroom, but it can be done. It involves presenting multiple examples to the learner and inquiring about shared characteristics of the examples. Through exploration and discovery (interactive activities), learners can acquire the concept. Then use questions and context-sensitive feedback, to correct any misconceptions.

In a synchronous setting, concept formation can emerge from structured online discussions. Research seems to point to the fact that discovery learning is most effective when learners already have a developed knowledge base.
References:

1. Gagne, Ellen. The Cognitive Psychology of School Learning.

2. Merrill, M. D., & Tennyson, R. D. (1977). Concept teaching.An instructional design guide. Educational Technology.

3. Merrill, M. D., & Tennyson,R . D. (1978). Concept classification and classification errors as a function of relationships between examples and non-examples. Improving Human Performance, 7, 351-364.

4. Tennyson, R.D. and Cocchiarella, M.J. (1986). An Empirically Based Instructional Design Theory for Teaching Concepts. Review of Educational Research, Vol. 56, No. 1.

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Six Ways to Use Examples And Nonexamples To Teach Concepts

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Your brain likes to generalize. It makes generalizations out of individual examples, similar to fitting together the pieces of a puzzle. This is more or less how concepts are formed-by grouping together things, ideas and events with shared characteristics so you can classify them. It's an efficient way to give meaning to your world.

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Gather a small group of students to develop foundational knowledge for a new concept.

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Gather a small group of students to develop foundational knowledge for a new concept.

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Provide text or supplementary material in a student's native language to aid understanding of materials in English.

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Provide text or supplementary material in a student's native language to aid understanding of materials in English.

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Set up learning centers or a tiered lesson.

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Set up learning centers or a tiered lesson.

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Product refers to what a student produces as a result of completing a single task, or to a major assessment after an extended learning experience.

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Product refers to what a student produces as a result of completing a single task, or to a major assessment after an extended learning experience.

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An important feature of ANY product is that it allows a variety of ways for students to show their understandings of the content.

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Some different ways that students can share what they learned after a single task:

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Some different ways that students can share what they learned after a single task:

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Students could explain their ideas with manipulatives, through a drawing, in writing, or simply verbally.

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Some different ways that students can share what they learned after an extended learning experience:

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Some different ways that students can share what they learned after an extended learning experience:

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Students could complete a project, a portfolio, a test, or a write-up of solutions to several problem-based inquiries.

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How could the physical learning environment be adapted to meet individual student needs?

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How could the physical learning environment be adapted to meet individual student needs?

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Allow a student to work alone if that is what they prefer. 

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Allow a student to work alone if that is what they prefer. 

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Allow students to work in groups if that is what they prefer.

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Allow students to work in groups if that is what they prefer.

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A teacher can also change the amount of background noise, the lighting in the classroom, the seating arrangement, and more. 

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A teacher can also change the amount of background noise, the lighting in the classroom, the seating arrangement, and more. 

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Establish a classroom culture where students' ideas and solutions are respected and valued. 

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Establish a classroom culture where students' ideas and solutions are respected and valued. 

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Having a positive classroom culture is one of the most important elements of a successful learning environment and thus teachers should actively work towards creating a classroom culture that encourages participation and student success.

The Wingspread Declaration on school connections states that students have more likelihood of success when they feel connected to school. When students feel that adults in the school care about them as people as well as their learning they are more likely to feel connected.

The Declaration, based on a review of research and extensive discussion, found that for this to occur, a school must provide high expectations combined with high levels of support, a focus on positive teacher-student relationships and physical and emotional safety.

When students are connected, academic performance improves, violent and destructive incidents reduce, school attendance improves and more students complete their schooling.

There is strong scientific evidence to show that feeling connected to school is a protective factor for students against disruptive and violent behaviour, mental health issues, disengagement from school, drug use and early sexual experiences.
Prefer to watch a video? Click below
Here Are 6 Ways To Build A Positive Classroom Climate So Your Students Feel Connected To School

1. Have High Expectations For Your Students

Have high expectations for your students, for their work and their behaviour. Expect that your students will do well and encourage them by letting them know that you believe in them. Provide appropriate learning support for all students.

Take a closer look at high expectations with What Does It Mean To Have High Expectations

2. Set Up Behaviour Management Processes

Behaviour management processes in your classroom should be fair and consistent, which means they are agreed upon and understood by the students. Teach students the behaviour you expect, give them opportunities to practice and use positive reinforcement.

For practical ways to do this take a look at our post, Set Up To Win The Game.

3. Focus On Building Positive Relationships

Relationships with students is a major key to positive learning outcomes for students and school culture.

Allocate time and energy to listening to your students, getting to know them and letting them get to know you. The magic ratio for positive relationships according to John Gottman the relationship expert is 5 positive interactions: 1 negative. Not sure how to do this?

Check out one of our teaching resources on Building Positive Relationships

4. Use Effective, Evidence-Based Teaching And Learning Practices

Be prepared for your classes by considering your students and how they best learn. Provide relevant and engaging curriculum, presented in interesting and student-centred ways.

The literature review Building Resilience in Children and Young People from Helen Cahill et al, states that school connectedness contributes to positive mental health outcomes for students. The pedagogical characteristics of schools that demonstrate effective connectedness are the use of cooperative learning strategies, hands-on activities and variety of instruction.

Another popular resource of interest is How To Promote Resilience In Your Students

5. Foster Positive Relationships With Parents

Postive relationships with parents is important for many reasons. However, here I refer specifically to encourage them to share your high expectations for their children, so you can work as a team to educate. Remember, parents are their children's first teachers.

Learn more here about How To Build Relationships Wit h Parents.

6. Encourage Positive Relationships Between Students

Model the behaviour you want to see in the way students treat each other. Use respectful language and demand a high standard of relating to one another in the classroom. Explicitly teach students social skills and give them plenty of opportunities to practice.

Read how to do this effectively; How To Run Successful Group Work

And read here for 3 steps to create a positive class culture.
Ask us about how we can help you build a positive culture in your school.

What are your favourite ways to foster a positive classroom culture?

This post is featured by Twinkl in their ' Behaviour Management in the Classroom ' blog

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6 ways to build a positive classroom culture

# data[].attributes.attachment_link.title
6 Ways To Build A Positive Classroom Culture

# data[].attributes.attachment_link.description
Having a positive classroom culture is one of the most important elements of a successful learning environment and thus teachers should actively work towards creating a classroom culture that encourages participation and student success.