Momentum“The concept of momentum pertains to the smooth, ongoing flow of events in the classroom. Teaching is full of pitfalls to momentum. When pitfalls occur, student’s concentration is broken. They are distracted from or prevented from becoming involved in learning activities. They experience ‘downtime.’”- Saphier and Gower RTB, 1997
Categories of Momentum
Provisioning Overlapping Fillers Intrusions Lesson Flexibility Notice Subdividing Anticipation
Provisioning Overlapping Fillers Intrusions Lesson Flexibility Notice Subdividing Anticipation
Provisioning
Have things ready to go- including instructions
Use activators Promote self-sufficiency Provisioning is conspicuous by its
absenceExample: You want to present a slide show
on Rodin’s “The Thinker”, then plan a field trip.
Have things ready to go- including instructions
Use activators Promote self-sufficiency Provisioning is conspicuous by its
absenceExample: You want to present a slide show
on Rodin’s “The Thinker”, then plan a field trip.
Example of an Activator
Identify the figure below:a koala bear climbing a light poleb. a superstitious giraffe throwing salt over his
shoulderc. hardening of the arteriesd. an elevator door closing with curious ghosts
looking out
Identify the figure below:a koala bear climbing a light poleb. a superstitious giraffe throwing salt over his
shoulderc. hardening of the arteriesd. an elevator door closing with curious ghosts
looking out
Overlapping
Overlapping is the ability to manage two or more parallel events simultaneously with evidence of attention to both.
It it is necessary to: Keep in touch Help students over blockages
It requires “with-it-ness”Example: Jose is flinging chestnut innards
in every different direction.
Overlapping is the ability to manage two or more parallel events simultaneously with evidence of attention to both.
It it is necessary to: Keep in touch Help students over blockages
It requires “with-it-ness”Example: Jose is flinging chestnut innards
in every different direction.
Fillers
You are caught with short periods of time where nothing is planned.
Additional resources may not be available You may not have enough time to start
another activity This requires a repertoireExample: You have finished reviewing the
expository writing assignment on “Heartburn” and there is 10 minutes left in the period.
You are caught with short periods of time where nothing is planned.
Additional resources may not be available You may not have enough time to start
another activity This requires a repertoireExample: You have finished reviewing the
expository writing assignment on “Heartburn” and there is 10 minutes left in the period.
Intrusions
You may need to address student needs You may need to
Clarify directions Settle disputes Handle visitors
This requires that you “match” your response to the intrusion or to the situation
Example: Sarah is “p-----d”. Her child care showed up late and Joshuae is asking her about a project they are doing together.
You may need to address student needs You may need to
Clarify directions Settle disputes Handle visitors
This requires that you “match” your response to the intrusion or to the situation
Example: Sarah is “p-----d”. Her child care showed up late and Joshuae is asking her about a project they are doing together.
Lesson Flexibility
What to do when a lesson bombs. The more you try to “press on” the
worse it gets.Example: Your bundt pans are defective.
They are too thin, so everything sticks.
What to do when a lesson bombs. The more you try to “press on” the
worse it gets.Example: Your bundt pans are defective.
They are too thin, so everything sticks.
Notice
Students are not prepared for transitions They feel
They are not ready for closure They are heavily invested in their activity and may
not even heed advance notice This is prevalent in artistic endeavors You will need to create an effective transitionExample: Students are peer editing a PowerPoint
they are preparing for tomorrow’s presentations. They need to report out to the group to decide on order of presentations.
Students are not prepared for transitions They feel
They are not ready for closure They are heavily invested in their activity and may
not even heed advance notice This is prevalent in artistic endeavors You will need to create an effective transitionExample: Students are peer editing a PowerPoint
they are preparing for tomorrow’s presentations. They need to report out to the group to decide on order of presentations.
Subdividing
There may be physical bottlenecks and other impediments that require dividing students into smaller groups
The larger the class, the more you need to anticipate this occurrence
Example: You are working though a unit on salmonella. You realize that students cannot distinguish between a bacterium and toxin. They also think that all bacteria are bad for you.
There may be physical bottlenecks and other impediments that require dividing students into smaller groups
The larger the class, the more you need to anticipate this occurrence
Example: You are working though a unit on salmonella. You realize that students cannot distinguish between a bacterium and toxin. They also think that all bacteria are bad for you.
Anticipation
The teacher anticipates trouble spots with procedures or people
The teacher makes moves to sidestep trouble spots Removing temptation Allowing students to save face Avoiding certain combinations of personalities
Example: Jana refuses to work with Brianna because they have a history. You hear the “B word.”
The teacher anticipates trouble spots with procedures or people
The teacher makes moves to sidestep trouble spots Removing temptation Allowing students to save face Avoiding certain combinations of personalities
Example: Jana refuses to work with Brianna because they have a history. You hear the “B word.”
The Cover-All
Know your students - allowing matching Pay attention to beginnings, endings, and
transitions Keep your radar on- intervene
Reference
Saphier, Jon and Gower, Robert (1997). The Skillful Teacher. Acton, Massachusetts: Research for Better Teaching, Inc..
Know your students - allowing matching Pay attention to beginnings, endings, and
transitions Keep your radar on- intervene
Reference
Saphier, Jon and Gower, Robert (1997). The Skillful Teacher. Acton, Massachusetts: Research for Better Teaching, Inc..