Simplification Strategies

Delay

Sample problem: Teacher says, “Pick up the . . .” Student starts grabbing objects.

Simplification: Teacher says, “Wait a minute. Listen to what I want you to pick up.”

Focus for attention

Sample problem: Teacher says, “Go to the science center and get 3 pipettes.” Student goes to the center and reaches for the first thing she or he sees, which is a glass.

Simplification: Teacher asks, “Do you remember what I asked you to bring?”

Repeats demands

Sample problem: Teacher says, “To make your terrarium, cut off the top two inches of one large soda bottle and the bottom two inches from a second large soda bottle.” Teacher sees that student is beginning to cut the top of a second bottle.

Simplification: Teacher says, “No, remember, cut off the top of one bottle and the bottom off of another bottle.”

Synchronomous rephrasing

Sample problem: Teacher says, “After you put the baking soda in, watch the liquid effervesce.” Students look puzzled.

Simplification: Teacher says, “I mean, I want you to watch the gas bubbles coming out of the liquid.”

Partially completes task

Sample problem: Teacher asks, “What is the concave or convex surface of a liquid called?” Student says “I don’t remember.”

Simplification: Teacher says, “It’s a men . . .” (meniscus)

Restructures task to highlight specific components

Sample problem: Teacher asks, “Why do you think we couldn’t get this sponge into the [too small] cup and we could fit the marble? Student says, “Because it’s a sponge.”

Simplification: Teacher says, “OK, I’ll cut the sponge into two. Now it’s still a sponge. Why does it go into the cup now?”

Offer relevant comparisons

Sample problem: Teacher asks, “Who signed the Emancipation Proclamation?” Students say nothing.

Simplification: Teacher says, “Well, was it Martin Luther King or Abraham Lincoln?”

Didactic presentation of information

Sample problem: Teacher says, “When you put the pennies in the cup of water, be sure to watch the meniscus.” Student is watching the pennies pile up in the bottom of the cup.

Simplification: Teacher says, “Remember, the meniscus is the curved surface of the water. Look at how the meniscus changes as you add pennies.”

Relate known to unknown

Sample problem: Teacher says, “What would I have to do to turn this oil into a solid?” Student says, “I don’t know.”

Simplification: Teacher asks, “Well, do you remember what we did to turn water to ice? Ice is solid water.”

Direct attention

Sample problem: Teacher asks, “How is the ice different from the water?” Student says, “I don’t know.”

Simplification: Teacher says, “Well, let’s see. Turn over the cup of water and turn over the tray of ice.”

Focus on relevant features

Sample problem: Teacher asks, “Why does the girl named America feel sad living in Chicago (based on the book, America is Her Name [Rodriguez, 1998]). Students say nothing.

Simplification: “Let’s look at what the story says about how her life in Chicago is different from her life in Mexico.”