Chunking is a simple idea. The teacher breaks information and processes into smaller chunks that are easier for students to digest. Reviewing each chunk before moving on to the next, also helps students to both remember and connect various chunks, eventually forming a big picture concept or entire process. This fits into Design Question 2 in the Art and Science of Teaching (click here to read more about this).
The curriculum documents we use already has chunks within subjects, concepts and processes. When a teacher does their own planning s/he chunk the curriculum into units, weeks and lessons. The best teachers chunk their lessons into manageable portions as well. This chunking is a simple idea but a difficult skill to master.
Chunking is also an important teaching strategy for differentiating instruction. Some students need to work on larger chunks while others need to work on smaller ones. Some students may need to revise some chunks more than others. Some students need more opportunities to rehearse a skill or steps in a process.
When assigning tasks for students (whether it’s a practice task, informal note taking or assessment task) chunking makes the task more accessible and achievable. This is especially true for students with special learning needs. Michelle from Teach 123 posted about an easy strategy for chunking assignments, click here to check out all the details.
I love this folder idea and I know I will be using it in the next few weeks with my students. Closing the flaps over completed work allows the student to focus only on the work at hand. For some students this would minimise distractions and help them focus. Other students may benefit from being able to see how much work or how many chunks they have already completed. It gives them a sense of achievement and the confidence to continue. A piece of card moved down the page to reveal one question at a time could work just as well as a folder with several flaps.
A colleague of mine gave her students in a secondary maths class one page of the exam booklet at a time. Instead of students being presented with a 5 page booklet with an overwhelming number of questions, students worked through 2-5 questions and had a short break before moving to the next page. Students were also allowed extra time to complete exams and dividing the exam into smaller sections helped them to better manage their time.
Chunking new information into smaller pieces is “just good teaching” and many pedagogical frameworks include this facet of teaching. This “good teaching” is even more important when working with students who have learning difficulties. Students who experience any of the following difficulties will benefit from chunking strategies in teaching and modifying tasks.
- Working Memory Difficulties
- Executive Function Deficits or Delays
- Receptive Language Difficulties/ impairments
- Intellectual Impairments/ Disabilities