Chapter 7
Presenting and Explaining
Presentation Teaching Aims at
Accomplishing Three Learner
Outcomes (Figure 7.1)
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Check, Extend, Explore
Overview of Presentation
Teaching
 What
are the four phases of a
presentation lesson?
 What learner outcomes characterize
presentation lessons?
 What type of learning environment is
required for an effective presentation?
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Theoretical and Empirical
Support
 Structure
and Organization of
Knowledge
 Meaningful Verbal Learning
 Cognitive Psychology of Learning
 Types of Knowledge
 Information Processing
 Knowledge Representation
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Theoretical and Empirical
Support (cont.)
 Empirical
Support
 Prior Knowledge, Establishing Set,
and Providing Cues
 Using Advance Organizers
 Teacher Clarity
 Teacher Enthusiasm
 Effects of Enthusiasm
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A Partial Knowledge Structure
for Representative Government
(Figure 7.2)
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Check, Extend, Explore
Theoretical and Empirical
Support
 Why
is the concept “structure of
knowledge” important to presentation
teaching?
 What does Ausubel mean by
“meaningful verbal learning”?
 What are the four types of knowledge
and why are they important to teaching?
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Check, Extend, Explore
Theoretical and Empirical
Support (cont.)
 What
is the difference between shortterm and long-term memory? What
roles does each play in acquisition of
new information?
 How can the research on prior
knowledge, establishing set, and
teacher clarity be used in planning a
classroom presentation?
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Planning and Conducting
Presentation Lessons

Planning for Presentations




Choosing Objectives and Content
Power and Economy
Conceptual Mapping
Determining Students’ Prior Knowledge





Cognitive Structures
Intellectual Development
Selecting Advance Organizers
Planning for Use of Time and Space
Adapting Presentations for Differing
Student Abilities
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Planning and Conducting
Presentation Lessons (cont.)

Conducting Presentation Lessons
 Explaining Goals, Establishing Set, and Providing
Cues




Explaining Goals
Establishing Set and Providing cues
Presenting the Advance Organizer
Presenting the Learning Materials





Clarity
Explaining Links and Examples
Rule-Example-Rule Technique
Signposts and Transitions
Enthusiasm
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Planning and Conducting
Presentation Lessons (cont.)

Checking for Understanding and
Extending Student Thinking
 Checking for Understanding
 Extending Student Thinking
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An Individual’s Cognitive Structure
with Respect to Representative
Government (Figure 7.5)
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Row-and-Column Desk
Formation (Figure 7.6)
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Aims and Overview of Lesson
on World War II (Figure 7.7)
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Aspects of Clear
Presentations (Figure 7.9)
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Check, Extend, Explore
Planning and Conducting
Presentation Lessons
 Why
is prior knowledge such a critical
factor in what a student learns from a
presentation?
 What are the four phases of a
presentation lesson? What kinds of
teaching behaviors are associated with
each phase?
 What are the four key features of a clear
presentation?
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Check, Extend, Explore
Planning and Conducting
Presentation Lessons (cont.)
 What
role do explaining links and
examples play in a presentation?
 Summarize why checking for student
understanding is an important phase
of a presentation lesson.
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.