CHUNKING
MYC-26 (09/22/04) Page 1
Notes
INPUT
Ÿ Body of knowledge. . .
actual content covered in the reading selection.
Expert learners organize information into larger chunks.
Novices work with isolated bits of information.
Chunks are identified and designed through task analysis.
Material is broken down, divided into manageable sections (pieces).
CHUNKING TEXT
Ÿ A “chunk” of text is a meaningful unit which a student can read in a short period of time.
Ÿ Text must be chunked in order to use Reciprocal Teaching.
GUIDELINES FOR CHUNKING
1. Think of your students’ reading abilities. Decide on the length of chunks they can handle.
2. Look at the overall length of the text and think about how much time you want to devote to the reading.
3. Read the text; look for meaningful and logical breaking points:
the end of an episode or idea
a good point for prediction
4. A chunk may also be divided into smaller chunks when the actual reading is taking place.
5. As students progress in their reading abilities, the chunks should increase in length.
PAUSE AND PROCESS
Students stop and reflect after each “chunk”
Follow steps for reciprocal teaching (small chunks must be meaningful).
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CHUNKING
What is chunking
Breaking up a lesson into meaningful digestible sections
Using a 10:2—10:2—10:2 pause and process strategy
Segmenting different activities throughout the lesson
Breaking up the complex into simple portions
Chunking is sequential and cumulative
A chunk is a set of information that can be remembered as a single item
Chunks are identified and designed through task analysis
Chunks may be content, subskills, or activities that lead to understanding the big picture
CHUNKING
Visual separation of chunks (white space)
Visual differentiation of chunks
(changing the characteristics of specific chunks)
Visual progression of chunks
cognitive cues to guide the order in which information
is internalized
Teachers can scaffold the movement between chunks
Chunks should have a cognitive aspect
For every ten minutes of information, learners should have two minutes for processing
Why chunk
It provides measurable benchmarks for the acquisition of
skills and knowledge
It gives students the opportunity to process smaller
pieces at a time
Chunking relates to the Primacy-Regency Attention
Theory
Students attention span is around 12 minutes
Chunking enhances retention
It provides opportunity for the teacher to monitor
students before moving on
Students can collectively participate in conceptual and
skill development
How to chunk
Identify what the students will learn as a result of the lesson
Perform a task analysis of the lesson and identify the chunks
Sequence the chunks for the lesson and outline the lesson
Establish a time and check for understanding for each
chunk
Explain the pause and process strategy to the students
Anticipate questions, misunderstandings, and prepare to
deliver feedback on each chunk
Deliver each chunk to enhance conceptual development
Make connections between the chunks
STEPS IN PREPARING CHUNKS FOR THE LESSON
Read the selection or passage prior to the lesson.
Do a task analysis on the selection or passage to identify the subtasks (meaningful chunks).
Establish the logical stopping points in the lesson after each chunk.
Each chunk should convey a concept or a sequentially related (chronological) segment of the concept (necessary bits of information). These are the pause and process points.
Identify the key vocabulary, accompanying visuals, and the key questions for each subtask.
Organize the chunks of the passage into a sequential pattern for understanding.
Smaller chunks, expert readers may work with larger chunks.
Identify the text structure for each chunk.
Pre-teach the vocabulary.
PROCESSING
Processing is making sense of the information or experience
What is processing
Memorizing or storing new information
Building concepts from facts
Organization pieces to construct the whole
Building and/or analyzing relationships
Applying acquired knowledge to a new situation
Getting the meaning from the information
Forming patterns and developing procedures
Linking the new to the old
Moving from general to specific
SCAFFOLDING
(Ramping)
What is scaffolding
Moving from basic concepts and skills to a more sophisticated level
Providing essential knowledge (information and experience) at different levels for conceptual understanding
Sequencing the chunks into meaningful cumulative steps
Understanding and building on individual talents
Providing a framework for additional or refined knowledge and skills
How to scaffold
Engage Practice Feedback Assess
Activate prior knowledge and model expected learning
Present or demonstrate the information and experience
Provide students with the opportunity to practice the learning
Check for learning and provide reinforcement
Challenge and assess acquisition at various levels
Continue or revise instruction
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