Chapter 9 - Patterns
Learning Objectives
![Lime green bull's eye with arrow.](/uploads/3/8/1/8/38182723/134980.jpg?135)
By the end of this workshop participants will be able to:
1) work with a partner, each verbally generating two examples of pattern recognition in their daily lives,
2) work with a partner and devise a learning exercise that supports pattern recognition in their specific course content areas,
3) create a pattern activity to share with a small group of 3-4.
1) work with a partner, each verbally generating two examples of pattern recognition in their daily lives,
2) work with a partner and devise a learning exercise that supports pattern recognition in their specific course content areas,
3) create a pattern activity to share with a small group of 3-4.
Chapter Nine Summary
![Words related to rain and raindrops repeated in a pattern.](/uploads/3/8/1/8/38182723/6301300.jpg?332)
The Importance of Patterns
Recognizing patterns in all subject areas is key to learning and retaining knowledge. Doyle fervently states that teaching students to recognize patterns will give them the gift of being life-long learners. Observing patterns is important in all areas of study so if we carefully train students to notice patterns in our own content area they will be able to use this skill in other content areas. Research shows that our brains are constantly seeking patterns to organize and link knowledge. Therefore, it is imperative for teachers to recognize how their students brains create patterns for learning. Often neither teacher nor the students themselves recognize that their brains automatically seek patterns (Doyle, 2011).
One of the first steps in helping students begin to seeking patterns is to differentiate between understanding content versus memorizing content. Asking students to restate what they have learned in their own words helps them understand the material better. They are using their own vocabulary to link to previous knowledge. Doyle suggests having students annotate what they are reading. This activity keeps students focused on what they are reading as well as using their own word patterns (Doyle, 2011).
Recognizing patterns in all subject areas is key to learning and retaining knowledge. Doyle fervently states that teaching students to recognize patterns will give them the gift of being life-long learners. Observing patterns is important in all areas of study so if we carefully train students to notice patterns in our own content area they will be able to use this skill in other content areas. Research shows that our brains are constantly seeking patterns to organize and link knowledge. Therefore, it is imperative for teachers to recognize how their students brains create patterns for learning. Often neither teacher nor the students themselves recognize that their brains automatically seek patterns (Doyle, 2011).
One of the first steps in helping students begin to seeking patterns is to differentiate between understanding content versus memorizing content. Asking students to restate what they have learned in their own words helps them understand the material better. They are using their own vocabulary to link to previous knowledge. Doyle suggests having students annotate what they are reading. This activity keeps students focused on what they are reading as well as using their own word patterns (Doyle, 2011).
![Green chess pieces on green chess board.](/uploads/3/8/1/8/38182723/9102679.jpeg?360)
Recognizing Patterns
Early in the chapter Doyle uses chess as an example of pattern recognition. It is important for players to not only be able to recognize the names of the chess pieces but to eventually understand all the variety of moves each chess piece can make. Therefore, players can anticipate their opponents moves which will influence their own play. When students don't recognize information of a particular topics it is like looking at a chess board without understanding the patterns. A lot of information is simply overlooked because their brain does not link it to a pattern (Doyle, 2011).
Doyle uses the periodic table as an example of patterns in the scientific community to share with students. Another idea is to list movies and have students talk about the characteristics of each movie. By sorting and sifting through this information they can see how movies are divided into a particular genre, another type of pattern recognition (Doyle, 2011).
Early in the chapter Doyle uses chess as an example of pattern recognition. It is important for players to not only be able to recognize the names of the chess pieces but to eventually understand all the variety of moves each chess piece can make. Therefore, players can anticipate their opponents moves which will influence their own play. When students don't recognize information of a particular topics it is like looking at a chess board without understanding the patterns. A lot of information is simply overlooked because their brain does not link it to a pattern (Doyle, 2011).
Doyle uses the periodic table as an example of patterns in the scientific community to share with students. Another idea is to list movies and have students talk about the characteristics of each movie. By sorting and sifting through this information they can see how movies are divided into a particular genre, another type of pattern recognition (Doyle, 2011).
![close-up of leaf curl.](/uploads/3/8/1/8/38182723/6578349.jpg?349)
Revealing Patterns to Students
The role of the teacher is to help put a spotlight on pattern recognition. As students get better at pattern recognition they can begin to break down and rework patterns to help them understand and make connections in many subject areas (Doyle, 2011).
When using patterns as an instructional tool Doyle shares two examples:
1) Combine providing demonstrations so students can see how something works and then asking students to solve problems on their own. By going back and forth between these two teaching approaches students begin to connect the demonstrated knowledge with their own solutions to problems (Doyle, 2011).
2) Combine abstract ideas with concrete examples. He uses the example of replacing mathematical symbols with real life concepts. Mastering abstract ideas is difficult for students so by taking an abstract concept and weaving it into a concrete examples helps students retain the information correctly (Doyle, 2011).
The role of the teacher is to help put a spotlight on pattern recognition. As students get better at pattern recognition they can begin to break down and rework patterns to help them understand and make connections in many subject areas (Doyle, 2011).
When using patterns as an instructional tool Doyle shares two examples:
1) Combine providing demonstrations so students can see how something works and then asking students to solve problems on their own. By going back and forth between these two teaching approaches students begin to connect the demonstrated knowledge with their own solutions to problems (Doyle, 2011).
2) Combine abstract ideas with concrete examples. He uses the example of replacing mathematical symbols with real life concepts. Mastering abstract ideas is difficult for students so by taking an abstract concept and weaving it into a concrete examples helps students retain the information correctly (Doyle, 2011).
![Similar and different geometric shapes.](/uploads/3/8/1/8/38182723/9840642.png?294)
Types of Patterns
As stated earlier, students automatically make patterns to retain knowledge. As teachers it is important to support the creation of correct pattern recogniation. It can be problematic for future learning if students are making false or incorrect connections (Doyle, 2011).
Noting similarities and differences is a popular pattern making device. Doyle suggests it is part of our genetics as a survival method, that it was life or death for our ancestors to note safe or harmful animals and plants. Comparing and contrasting helps students categorize and recognize how things are related. Cause and effect, another form of pattern making, supports critical thinking and encourages recognition of complex concepts and patterns in a subject matter and in the students lives (Doyle, 2011).
Other examples of patterns:
1) Hierarchy. Biggest/smallest. Fastest/slowest.
2) Alphabetical Order. Although a bit on the memorization side, it is a good beginning step in recognizing patterns.
3) Own Words. Ask students to put the knowledge in their own words using their own pattern of speech to reinforce retention and understanding (Doyle, 2011).
Helping students recognize and create patterns supports Leaner-Centered teaching. Teachers are giving students the tools they need to take initiative of their own learning (Doyle, 2011).
As stated earlier, students automatically make patterns to retain knowledge. As teachers it is important to support the creation of correct pattern recogniation. It can be problematic for future learning if students are making false or incorrect connections (Doyle, 2011).
Noting similarities and differences is a popular pattern making device. Doyle suggests it is part of our genetics as a survival method, that it was life or death for our ancestors to note safe or harmful animals and plants. Comparing and contrasting helps students categorize and recognize how things are related. Cause and effect, another form of pattern making, supports critical thinking and encourages recognition of complex concepts and patterns in a subject matter and in the students lives (Doyle, 2011).
Other examples of patterns:
1) Hierarchy. Biggest/smallest. Fastest/slowest.
2) Alphabetical Order. Although a bit on the memorization side, it is a good beginning step in recognizing patterns.
3) Own Words. Ask students to put the knowledge in their own words using their own pattern of speech to reinforce retention and understanding (Doyle, 2011).
Helping students recognize and create patterns supports Leaner-Centered teaching. Teachers are giving students the tools they need to take initiative of their own learning (Doyle, 2011).
Connections
![green and orange speech balloons.](/uploads/3/8/1/8/38182723/1576268.jpg?185)
When my oldest daughter was in 4th grade they began teaching a new method of math in her classroom that was foreign to me. At her teacher's conference I mentioned that I was concerned that even I was confused by her math homework and questioned why it seemed so much more difficult. Her teacher explained that many students, mostly female, excelled at math in elementary school because they had an innate ability to memorize facts. When these same students got into higher order math their grades quickly dropped. She explained that research showed these students didn't understand the material they had memorized. Wow. I was the poster child for that explanation. I had done so well until algebra and geometry. I really had no comprehension of what the value of numbers. This reinforced that memorization is not knowledge. I still couldn't help my daughter with her homework, but I was supportive of the process.
Ideas for Implementation
![Picture](/uploads/3/8/1/8/38182723/3476445_orig.jpg)
Have students listen to several genres of music. Classical, jazz, rock, blues, or country. Then have them categorize the types of music and write down how they made that determination. They could also write if it made them happy or sad or brought back any memories. Students could also compare music from the same genre and categorize those by the pace or tone of the music. This exercise would support the recognition of patterns on several levels, as well as integrating mutlisensory learning.
Let's Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.