Title: Reviving Reteaching - Educational Leadership
Headings: Art and Science of Teaching / Reviving Reteaching
Art and Science of Teaching / Reviving Reteaching
When to Reteach
Introducing New Content
Reviewing Previously Taught Content
Tried and True
KEYWORDS
Requesting Permission

Content: these ratings are transmitted electronically to a PowerPoint slide or an interactive whiteboard. Teachers should design questions that address key aspects of the new content; an incorrect response would indicate severe misunderstanding. For example, if students in a science class could not answer the following question—What is the role of hypotheses in the scientific method?—they would clearly be missing essential information. One strategy that greatly facilitates reteaching is to present the content in small increments; I call this approach chunking. For example, a teacher presenting new content about the human skeletal system might present a few selected characteristics and then allow students time to process this new information by having them ask questions or summarize what it means. He or she would then present a few more characteristics, and so on. After exposing students to each small chunk of information, the teacher can ask students to rate their confidence in their understanding or ask them questions to verify their understanding. If confusion, errors, or misconceptions surface, the teacher would immediately re-address the content.