Boost Engagement Using Chunking

I.

Shared Web: The Preteen/Teen Mind

II.

Group Connection and Note: The Teen

Mind and Chunking

III.

Independent Reflection: Your Life and

Memories Chunked?

IV.

The RLOA Middle Chunks and

Recommended Timing

V.
VI.
VII.

Chunking and the Forgetting Curve

Formative Checks for Understanding
Real-Time Grading

Shared Web: The Preteen/Teen Mind

I.

Lets complete the web to the right.

II.

Fill it with facts we know about the

.

preteen/teenage mind.
III.

Try to select facts that deal with different

aspects of the mind like:
A.

Attention

B.

Motivation

C.

Interests

D.

Risk

E.

Social Needs

.
The
Teen
Mind

.
.

Group Connection and Note: The Teen Mind and Chunking

I.

Given what we KNOW about the teenage

mind, why would it need new information
presented in chunks?
A.

__________________

B.

__________________

C.

__________________

D.

__________________

E.

__________________

Hartman, Joy. (2016). Moody, impulsive, maddening! The teenage brain! Online.

Independent Reflection: Your Life and Memories

I.

II.

Think back over your life. How do you

remember:
A. Your childhoood
B. Your college days
C. Your 20s
D. Your parents
E. Your first car/license
F. Your first day of teaching
Now, think hard! Are you remembering:
A. Details tied to key events and
experiences, OR
B. Random details in chronological order

RLOA Middle Chunks and Recommended Timing

I.
II.
III.

The Agenda/Essential Question (10 min)

Vocabulary (5-10 min)
Text/Algorithm, Focus and Map
A.

Explicitly discuss at the beginning of

interactive instruction.

IV.
V.
VI.

Interactive Instruction (20 min)

Independent Practice (15 min)
Small Group Enrichment
A.

VII.

Happens During Independent Practice

Home Enrichment
A.

Every day option

B.

Assign on agenda

Chunking and the Forgetting Curve

I.

Chunking fights the forgetting curve

when done properly.
A. Prepares student for instruction
B. Preteaches related vocabulary
C. Establishes a clear focus
D. Provides mapping support for
organization
E. Boosts engagement through
interaction and movement
F. Requires practice with teacher
supervision
G. Allows for independent practice
and one-on-one feedback

Lewis, D. (2015). Information not sticking?

Fight the forgetting curve. Allen
Communication. Online.

Formative Checks for Understanding

I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.

What are we talking about today?

How does this apply in real life?
What does this word mean?
How is the word used?
Show me how this is done.
Journal about this process.
Answer these questions about this part of
the lesson.
Explain this concept to your partner.
Demonstrate this process for the class at
the board.
Write an exit slip for this concept.
Study for tomorrows quiz on this concept.

Real-Time Grading
I.

Effective chunking requires immediate

feedback.
A. Set expectations for the required
product (including point values).
B. ABC: Always Be Checking
C. Facilitate practice by moving
around the room, providing
one-on-one or group feedback.
D. Write on the page (in the margin)
important feedback (theyll
forget).
E. Give points according to mastery.
F. Allow students to improve tasks
for more points on the next pass.