{"id":332,"date":"2023-12-12T03:37:15","date_gmt":"2023-12-12T03:37:15","guid":{"rendered":"https:\/\/greenleaflearning.com\/?page_id=332"},"modified":"2023-12-12T13:37:34","modified_gmt":"2023-12-12T13:37:34","slug":"dna-of-learning-part-9","status":"publish","type":"page","link":"https:\/\/greenleaflearning.com\/dna-of-learning-blueprint\/dna\/dna-of-learning-part-9\/","title":{"rendered":"DNA of Learning Part 9"},"content":{"rendered":"
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The Wings of Instruction: Neuro-Move #2 – CLASSIFICATION<\/strong><\/h2>\n

When Teaching Mirrors Learning Series<\/strong><\/p>\n

Unpacking The DNA of Learning Blueprint<\/em><\/p>\n

 <\/strong>\u00a92023<\/em><\/p>\n

     Each article in this 15 part series systematically unpacks the DNA of Learning Blueprint for kindling the spirit of learning and re-starting our passion as educators.  The collective series will represent a comprehensive outline of fundamental requirements for timeless learning across ages and disciplines.<\/em><\/p>\n

Part  9:  The Wings of Instruction: Neuro-Move #2 – CLASSIFICATION<\/strong><\/p>\n

Classification\u2019s Role in DNA\u2019s \u201cwings OF INSTRUCTION\u201d<\/strong><\/p>\n

   Joe, a 5th grade science teacher, gathered his students around the large community table to begin a unit. This had become standard practice for the start of all new learning. This unit was about mammals.  Following the DNA of Learning, Joe knew that engaging student\u2019s thinking about the content and concepts to be taught was the first, most critical step to successful teaching. The kids thoroughly enjoyed the opportunity to talk about what they knew, and the initial activity in the process was to provide a greater context for the unit\u2019s focus. \u201cLet\u2019s start with a brainstorm session and think about different animal types as the overall \u201ccontext\u201d of animals in general.  I\u2019ll record all your thinking on this whiteboard.\u201d  Cows, birds, snakes, fish, lobsters, spiders and even dinosaurs were among the many. It was an impressive collage of prior knowledge.  All could participate, regardless of varied reading levels, experiences and other factors present with most groups of students. \u201cFirst, with your partner, place items into groups\u2014any grouping that make sense to you. There is no right or wrong answer right now. Next, title each group, using your own language, that also makes sense to you.\u201d <\/p>\n

     Without direct instruction, they were classifying! Forming such groupings such as air\/water\/land, 0-2-4-6-or 8-legged, meat vs. plant, vertebrates, exoskeletal, fur vs. hair, house pet vs. farm, deadly vs. safe, fast vs. slow and more.  The discussion of similar and different attributes leads to identifying the work focus ahead.  Students were engaged, sharing, personalizing their understandings, and forming a greater context for their work prior to focusing on the direct instruction and the assignment.<\/p>\n

Do you suppose…<\/strong><\/p>\n

     …that if students were given the opportunity to sort information according to any category that has meaning or personal interest, they would better connect with prior experiences, identify purpose, and be more willing to further explore the learning new things?  Certainly, when any of us relate through our prior knowledge or experience, we immediately are engaged and have an initial connection.  From this, we are more open to explore and discover emerging ideas and understandings. <\/p>\n

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What is Classification?<\/strong><\/p>\n

     From birth, the brain encounters the world seeking meaning. When we do not recognize what we are experiencing, the brain instinctively will seek patterns in an attempt to identify common attributes that provide structure or meaning.  Early on, to make sense of what we experience through our senses, we first look for that which may be familiar to us, similar enough to be grouped with something we know.  We also seek to notice what distinguishes one item from another.  If we ask 3\u20135-year-old children to work with objects differing in color, shape, and size, they quickly sort them into \u201clike\u201d groups\u2014initially by color.  Instinctively, the mind sorts to make sense of it all.  We compare\/contrast new inputs with familiar ones as understandings evolve into a more apparent, comprehensive, greater depth.   Patterning and grouping with criteria are fundamental to processing and continues through all ages and levels of sophistication. <\/p>\n

Classification\u2019s Role in DNA\u2019s \u201cWINGS\u201d of Instruction<\/strong><\/p>\n

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Unpacking Classification<\/strong><\/p>\n

     From infants right up through higher education the practice of classifying begins with sorting, grouping, and organizing (Marzano, 2019).  These become increasingly discrete depths of understanding, as we become more sophisticated in our learning, with concepts such as pros\/cons, debate, and argument. Classification may evolve as follows:<\/p>\n