No Series: Giving Efficient Directions: Sometimes Less is More

Giving Efficient Directions: Sometimes Less is More

Lesson Objective: Give students the freedom to solve problems independently

All Grades / All Subjects / Expectations

2 MIN

Discussion
Supporting Materials

Thought starters

In what kinds of situations would this strategy work best?
How does having high expectations allow students to construct their own understanding?
Notice how Ms. Noonan gives efficient but minimal directions. What effect does this have?

39 Comments

hojjat mahdavi rad Dec 14, 2018 12:15pm

Greetings and honors for elementary education require that the teacher teach the objective rather than the mentality, which means that the teacher will use the pictures more than linguistic explanations.

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Anna Martine Oct 25, 2017 12:17pm

I think this is ironic, because that is how teachers used to act! My teachers in elementary would many times, say, "I think you can answer that," or some variation. Then in college and beyond, I've heard the opinion that, we must answer all questions, there are no bad questions, don't make the student feel "xyz" for asking a question. Hmm

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Ashley Estrada May 3, 2017 6:49pm

I definitely agree with your point that "less is more." I sometimes find myself getting caught up and have to remind myself this.

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Brea Skora Jan 13, 2016 8:07pm

There is so much truth in saying that students will rise to expectations. It can be so difficult to not say too much at times but I find that when I keep it simple, not only are they better off, but I am as well.

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Lisa Reiner Nov 28, 2014 3:51pm

love this. i'll try this soon. my kids ask for directions over and over and over--it's exhausting. I don't repeat myself often, but i think they rely so much on us for help and clarification. i will definitely start saying "that's all I'm telling you".

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Materials

Giving Efficient Directions Transcript

Transcripts

Luna Productions
Transcript of completed program
Teacher: Maddie Noonan

Students rise to expectations.

[00:00:08]
Teacher: How many cuts does it

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Luna Productions
Transcript of completed program
Teacher: Maddie Noonan

Students rise to expectations.

[00:00:08]
Teacher: How many cuts does it take to make the box into one flat piece.

[00:00:11]
Often times what I’ve noticed in my classroom is that students will become so dependent on information from their teacher that they forget that they have enough information to solve things on their own.

[00:00:24]
Teacher: So today you need to figure out what’s the least number of cuts you can make along the edges to flatten the cube and then you actually have to write a letter with your group to your friends convincing them it will work every time.

[00:00:38]
So sometimes I’ll very abruptly and dramatically say that’s all I’m telling you. And one, it’s a hook because students want to know why?

[00:00:51]
Student: Can the letter be to someone in your group or does it have to be someone out of your group.

Teacher: I have a question for you. Do you think that is the biggest place our focus should be?

[00:01:02]
Student: No.

[00:01:04]
Teacher: Do you think that you could even answer that question yourself?

[00:01:07]
And two, it’s a reminder that you don’t need all the information from me, you are so intelligent and capable you have what you need to figure the rest out.

Teacher: Capiche?

[00:01:20]
Students can rise to extremely high expectations so I try not to spoon feed them but to give them the opportunity to do so.

[00:01:31]
Teacher: And that’s all I’m going to say.

? end of transcript

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