I’m taking X.MTHED-404: Effective Practices for Advancing the Teaching and Learning of Mathematics (K-12).
Here are my notes from Session 8, Lesson Close with Tracy Zager.
Tracy’s session connects, for me, to a practitioner’s corner in David Sousa’s How the Brain Learns. He writes
Closure describes the covert process whereby the learner’s working memory summarizes for itself its perception of what has been learned. It is during closure that a student often completes the rehearsal process and attaches sense and meaning to the new learning, thereby increasing the probability that it will be retained in long-term storage. (p. 69)
How might we take up Tracy’s challenge to “never skip the close?” What new habits must we gain in order to make sure the close is useful to the learner?
Sousa continues
Closure is different from review. In review, the teacher does most of the work, repeating key concepts made during the lesson and rechecking student understanding. In closure, the student does most of the work by mentally rehearsing and summarizing those concepts and deciding whether they make sense and have meaning. (p. 69)
What new habits must we gain in order to make sure the close is helps them reflect on learning, make connections, and/or ask new questions? In other words, do we plan intention time for learners to make sense of the task?
Closure is an investment than can pay off dramatically in increased retention of learning. (Sousa, p. 69)
Sousa, David A. How the Brain Learns. Thousand Oaks, CA: Corwin, a Sage, 2006. Print.
