CLASSROOM/INSTRUCTIONAL PATTERNS

(Ilene Alexander's adaptation of "A Common Classroom Pattern" from Indiana States Center for Teaching & Learning; genetics example contributed by Christina Petersen)

PHASES ENTRANCE As students come into classroom focus shift to this course & learning during this class period

BEHAVIORS
casual talk among small groups around human topics

FUNCTION
helps individuals assess/develop classroom relationships

ACTIVITIES
students write own daily goal hand in assignments on-going social ice breakers have students chat re ways they've encountered course materials since last class open with variety of language greetings, related news story or video clip, cartoon, image music links to day's topic seating variations by topic/ other organizing principle headline for the days focus posted by students/teacher most important questions content review/ice breaker brainstorm, survey, vote ponder related true-false statement about public topic mini-debate to set out issues & ask for multiple resolves ask for 2-word reflection of reading/previous class background knowledge probe freewrite/pair & share introduce subject by story, game, demo, experiment convey concepts to students via mix of active learning & presentation, of visual, oral/ aural & writing; what/how engage students as doers model problem solving build feedback into session

EXAMPLES
Situation: Intro to American Lit: social justice theme and writing intensive designation with 190 students. Third session on Yonnondio, a documentray novel set in upper midwest during 1920s/30s; just finished section focused on factory speed up, unionism, family impact. Enter to Woody Guthrie music. At start of class, a minute write linking assigned novel sections to previous class interactive lecture on Grapes of Wrath (film clip and novel chapter) as example of documentary fiction will link to 1930s documentary photography Genetics: 40 students. First session on Model Organisms. Finished section on introductory genetics and human genetic disease. Students have read a book chapter and an article about the use of model organisms. Students have also completed the U course on animal care. A lab mouse in a cage sits at the back of the room along with a microscope with a C. elegans plate. Instructor created slide show loops along with music midwest Depression era documentary photographs; focus on work sites, daily living conditions, emerging social themes. Students have each selected/put on index cards 2-4 key quotes from sections read so far they have noted how and why these are key to (1) their understanding of novel/times, (2) how why these would be informative to someone about to read the novel. Students take a group quiz on the assigned reading. Begin with news story on PETA release of lab mice at a University to protest the use of animals in research.

SETTLING DOWN Remind, remember, revisit connections between previous day, work done and today WORK of class time with Clearing Up

personal comments quiet in shifting to common task/talk day's agenda set out

shift to group, joint task focus motivate/generate enthusiasm; help students anticipate ideas and activities to follow

share session agenda students engage activities & examples to accomplish learning goals anchored by bookends lecture model

use of group to assist individual in gaining & retaining knowledge, attitudes, skills

Students carefully view documentary photographs depicting factory, mining, slaughterhouse, daily living. In pairs, students select & link passages of assigned text to the images; multiple pairs merge into larger groups to talk about their selections and determine shared, emerging themes. Ask entire class to come up with list of the most important problems in medicine that could be addressed through genetics. Ask them to draw upon what they learned in the previous sections, what they have heard in the news, and their own (over)

personal experience. Write answers on the board. Mini-lecture about advantages and disadvantages of 4 model organisms Put students in groups and assign 2 3 of the listed problems to each group and have them describe how a particular model organism(s) could help with each problem. Groups report to the entire class for comments and feedback.

CLEARING UP Last part of Work section

students assisted in synthesizing/closure come to articulate "What was that about?"

individual reflects on personal responses to activities; to old, new & emerging ideas

opportunities for students to apply to own life/community ask for application examples closing poem/song/image connect to larger course goals evaluate day: muddiest point, "what if" questions, role play, student evals of session, quiz sample, focused freewrite link returned papers to topic provide coming attraction hint show links to homework small group note review: matching, missing, memorable

Bring back music & Grapes of Wrath by showing lyrics of Springsteen's "Tom Joad" song while playing Rage Against the Machine's version. Short writing: which image and what quote have you paired together in your group and how will these prompt new reader discussion in pubic book groups? Written individually; paper clip together all from a group. Follow up with mini-lecture on any areas of confusion. Answer questions. Ask students to write on a notecard their response to a friend who thinks animals shouldnt be used for medical research. Reminders from TAs about discussion session preparation and homework for week that follows. Remind students of reading for next class and the problem assignment that is due. Encourage them to work on the problems in their study groups outside of class. Encourage them to look at the C. elegans plate under the microscope if they havent already.

EXIT Closure, a reminder of learning accomplished

return to everyday preview next meeting

clarify long-term expectations leave topic & interpersonal in state able to return to easily

1. 2. 3. 4. 5. 6. 7.

Advanced Organizer Entrance / Settling In Presentation Lecture, Work Part 1 Planned Interaction Re-Settling In Presentation Lecture, Work Part 2 Planned Interaction Clearing Up Presentation Lecture, Work Part 3 Summary Clearing Up & Exit