Four components of effective teaching, no matter what the content area

1. Construction. Students "construct" meaning idiocyncratically by connecting new learning to current mental schema to create new understandings. For this reason, students need to be active learners rather than passive receivers of what the teacher has already "constructed" through his or her own idiocyncratic learning process. The old transmission model of learning has been discredited by what we now know about the psychology of learning. Although telling students about new learning is important, what students learn from telling is never exactly what the teacher believes she has taught, and sometimes it is very different, indeed. That's the reason why students have to be given learning opportunities in which they develop their own understanding through practice and application and then test it against that of others and the real world.

2. Occupation. To truly understand new learning, students need to "occupy" the discipline. For example, in English students can learn what it's like to "walk in someone else's shoes" when they read literature; in social studies they can project themselves imaginatively into the events and lives of the people of the past; in mathematics, they can choose methods for applying concepts and skills to solving real world problems; in science they can read about scientists and "do science" themselves in a lab or classroom; in foreign language they can play out real world scenarios in the classroom, or, better yet, in conversations with native speakers through Skype, emails, or in person.

3. Negotiation. In order to take charge of their own learning, students need to have some control over its content and the direction it takes. They need to exercise judgment, make decisions, and come to understand their strengths and weaknesses as learners. This requires that they make some choices, to at times be in an executive position. These opportunities can be provided within a framework designed by the teacher. It is not the same as a union negotiating a contract with management. When we "construct" meaning, we "negotiate" it within different social contexts in which we are active participants.

4. Conversation. Conversation among students and the teacher builds understanding as different perspectives are considered and in the process students shape and refine their mental constructs. Q&A is useful, but it is not conversation, nor is it "discussion." Authentic conversation involves students listening to each other and responding in light of what has already been said; it is not a two-channel, teacher-student dialogue in which the student tries to read the teacher's mind. There are some good conversations taking place in the current module. Consider how this can be the norm in your own classroom, even with young people who are not initially very skilled at the give-and-take of sharing ideas.