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Complex instruction

See also: mathematical-mindsets, teaching

Resources:

Program of pedagogical strategies based on sociological research by Cohen and colleagues. Aiming to increase participation and learning for all.

Cited by Boaler (see mathematical-mindsets) which may well be an outgrowth/influenced by Complex Instruction.

Principles#

  1. Multiple ability curriculum - open-ended, rich tasks to support learning of key concept and skills.
  2. Instructional strategies - norms, roles and teacher interventions to develop autonomy and interdependence
  3. Status and accountability - raise expectations, hold individuals and groups accountable for learning, intervening in status issues Linked to "expectation states theory" - status characteristics affect interaction and influence group situations. Rate of interaction in a group is a predictor of learning. Low status can limit interaction. Addressed through

    • multiple-abilities treatment - make visible to all the different types of "intelligence" required for the task:

    • naming the different abilities required

    • create a mixed set of expectations for each student - they are strong/weak on different skills

    • Assigning competence to low-status students

    • Public statement recognising competence of individuals
    • positive evaluation

Methods#

Random assignment of groups and roles#

Group roles and allocations are done randomly e.g. visibly-random-groups. Every few weeks students change groups and roles. Teacher emphasises different roles during classes and reminding facilitators

Example chart outlining random allocation of groups and roles (adapted from Boaler, 2015)

Roles#

Role Description
Facilitator Ensure all group reads the problem. Keep group together. Ensure all are heard. Prompt contributions (different ways of seeing, ready to move on). Ensure everyone can explain.
Recorder/Reporter Ensure group organises results including showing ideas from all, multiple representations. Also need to be ready to join the teacher for a huddle.
Resource Manager Get materials for the team. Make sure all questions are team questions. Call the teacher when done (and perhaps for questions).
Team Captain Remind the team to find reasons for each mathematical statement, search for connections. Not talking outside group
Role Description
Organiser Keep the group together and focused on the problem, no talking outside the group
Resourcer Only person that can get resources, make sure everyone is ready before you call the teacher
Understander Make sure all ideas are explained for understanding for all in group; encourage idea generators to explain if any don't; write down important parts of explanations
Includer Make sure everyone's ideas are listened to; invite other people to make suggestions

Group Tasks for Complex Instruction#

Summarised from (Cohen et al, 1999)

  • foster conceptual understanding group activities are organised around a central concept/big idea
  • students encounter the concept in different contexts, multiple opportunities
  • tasks are inherently uncertain and open-ended in terms of solution and process
  • tasks require multiple different types of abilities to allow students' diverse capabilities to shine

References#

Boaler, J. (2015). Creating Mathematical Mindsets: The Importance of Flexibility with Numbers. In Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching (pp. 33--56). John Wiley & Sons, Incorporated.

Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (1999). Complex Instruction: Equity in Cooperative Learning Classrooms. Theory Into Practice, 38(2), 80–86.