No Series: Too Hard? Break It Down!

Too Hard? Break It Down!

Lesson Objective: Simplify to make content accessible

All Grades / All Subjects / Scaffolding

2 MIN

Discussion
Supporting Materials

Thought starters

Ms. Park says, "Anything that can be broken down to the basics can be taught." How can you figure out what "the basics" are?
How could you teach students to simplify hard concepts on their own?

98 Comments

Michael Daigre Sep 9, 2023 7:38pm

A teacher can determine "the basis" by identify the main idea of a topic. By identifying the main idea of a subject, you are at the foundation of the topic, at the most simple form. This allows the teacher to meet the student at their level of learning.

I would teach students to discuss topics with their peers and if the topic is still unclear to read and find resources to make a complex topic simple.

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Crystal Kelley Jul 29, 2023 9:17am

1. Figuring out the basics of any concept or lesson involves breaking it down to the main idea. What do the students need to learn? What do they need to know? What do they need to do? I like how Ms. Park put the "driving question" on the board as that will be the main concept. As a teacher, I would work backward from the driving question to figure out the smaller pieces that will get the students where they need to be.

2. I would teach students to do the same thing - work backward from the main idea/hard concept and break it down into smaller pieces. This could include starting with becoming familiar with terminology. Breaking things down into bite-size pieces makes a hard concept feel less overwhelming and you can build upon the knowledge as you go.

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Gregory Broussard Jul 20, 2023 11:30am

1. I think the basics are the ideas and content needed to give the lesson purpose. If I overlook or forget these ideas and contents will other things be relevant and make sense. These are the things that absolutely cannot be substituted nor replaced in order to continue learning the subject.

2. I would say prioritize the hard concepts into what you absolutely do not know, what you have an idea of, and what you know something about in the initial reading. Then consider the basics and the purpose of the lesson. Start with the basics and move forward to what you do know, what you have an idea of, and then what you absolutely do not know. The student needs to understand how the concepts connect and what is necessary versus what is optional. I can show them the puzzle, but they need to learn how to put the pieces together to master the big picture. Hopefully, he/she will see their learning ability and potential.

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Avinus Calloway Jul 19, 2023 9:56am

1. The question asked by Ms. Parks "How can you figure out what the basics are that you want to teach means that you have to sort out the unnecessary information that is not important, and remember what to focus on and what not to focus on.

2. How could you teach students to simplify hard concepts on their own is to begin the lesson by relating the concept to something that they can make a real life connection to and be able to draw from that connection.

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julia newland Jul 18, 2023 5:07pm

Big ideas and/or even big words scare people., including adults. It's seems difficult to learn new things. However, when she or any teacher break it down into smaller components you take the fear away. You make the impossible possible.

Smaller parts could be anything from the definition of a word to the use of a specific item. Charts, graphs, and demonstrations are great ways to break big things down into smaller parts.

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Materials

Too Hard? Break It Down! Program Transcript

Transcripts

[00:00]
Interviewer: I absolutely think that there is not anything out there that’s too hard. You just have to break

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[00:00]
Interviewer: I absolutely think that there is not anything out there that’s too hard. You just have to break it down, and know what to focus on and what not to. Anything that can be broken down to the basics can be taught.

Do plants absorb heat? What on earth does that have to do with the greenhouse? What is your hypothesis?

The students will always rise to the occasion.

Yeah, what does the greenhouse effect have to do with global warming?

Interviewee: Well, the main question is—well temperature change, if carbon dioxide is added to the atmosphere.

Interviewer: They’re hard concepts. For example, with climate change and with the greenhouse effect. What I do at the beginning I say, “You know what, college students are learning about this. High school students, and scientists who are a lot older than you. This is what they’re doing, but I’m gonna challenge you to do it.” They all want to, they’re like, “Bring it on.”

Ready, set, go.

Interviewee: Does more CO2 than regular atmosphere affect temperature.

Interviewer: I know it’s complicated. We’re not hitting everything, but by breaking it down to their very basics, I’m sure that there is portions that they can understand. I do feel like we’re making mini-scientists, and active—proactive students.

The eleventh graders who do the same thing as you, and you guys are younger than them, but you did it. Tell someone next to you, “We did it.”

It makes me very proud of them.

[End of Audio]

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