Preparing Students to LearnOctober 11, 2012
Mini-Jigsaw
Divide into two groups Using the articles you read for homework and any
notes you took, discuss the main ideas of the article with your group
For each article record: The main idea(s) The most useful tip(s) One question you were left with
Every group member should share out 2 important ideas from the reading – you must share out ideas from the article you did NOT read
PREPAREFOR LEARNING
GUIDE LEARNING
REFLECT ON LEARNING
Prior Knowledge·Activated·Appropriate·Sufficient·Organized
Purpose:·Directs attention·Motivates·Helps learners differentiate important from unimportant information
Attention:·Limited·Selective·Directed toward familiar
New Information·Reading·Activity·Inquiry
Construct Meaning·Integration of prior knowledge and new information
Understanding
Generates
Direct
sSelects
Cre
ates
Mod
ifies
Engage Explore
ExplainExtend
x2:Metacognitive reflection
&Assessment
Small Group ShareCount off by 3sMove to your small group for discussionShare strategies you appreciated/found
interesting from Chapter 6After everyone has shared, choose one to
share with the class – have a backup!Whole class share
Think WriteChoose one of the strategies presentedHow might you use it in your class?Can you envision an adaptation for your
class?Write for 3 minutes on this topic.This is your exit slip for the end of
class tonight.
Pre-Teaching Strategies
TWO PRIMARY TYPES:Prior Knowledge dependent
Involve Brainstorming Be prepared if prior knowledge is insufficient
NOT prior knowledge dependent Prediction Generating questions Problem solving Visualization
PRePPre Reading PlanStudents brainstorm about the topic – They
brainstorm: initial associationsReflect on responses – You brainstorm: what
made them think of ____?Analyze student responses: How much
knowledge is evident?Reformulate: Have students add more ideas
as they learn/comprehend.
PreP Activity: What comes to mind when you think about ancient Egyptian
burials?
Initial response Reason
Analyze PReP responsesAnalyze Student Examples
associations with morphemes [rhyme] or experiences not associated with the concept
sarcophagus vs. esophagus
examples, attributes, or defining characteristics coffin, cats, mummy, King Tut
analogies, definitions, linkages, and superordinate concepts Sacred religion, superstition,
belief in the afterlife
Revisit: List-Group-Label
Brainstorm list ORUse list at back of chapterStudent pairs work to group [sort] terms into
conceptually related groupsLabel these groupsRead to verify their groups/labels
Knowledge Rating Activity
Term Never Heard of It
Heard of It
Know What it Means
Can Teach It To Others
KWL / KNL
What do you Know?
What do you NEED to know?
What did you learn?
What do you WONDER?
KNL
Useful to introduce a wide variety of activities Guest speaker Video / film Field trip
KWHL: Research History day / Science/Math fair project
Possible Sentences Determine key vocabulary in the text Provide key vocabulary to students Have students select at least two words from the list and formulate a sentence using the words. Resulting sentences must be ones they think might be in the text. Model one for them first Record student sentences / or they may work in partners / alone Read text to verify sentences Generate new sentences
Using at least 2 words from this list, create sentences you think will be in the text:
wartsdermatologistsverrucapolyoma virusnostrumscaustic painting
freezingelectrocauteryautosuggestive curesPliny the Elderverrucosespunk waterMark Twain
Previews
VerbalVisual –
video clips, http://youtu.be/uZfRaWAtBVg web pages, WEB PAGES Pictures, PICTURES
Auditory – musicText
Chapter Tour Graphics tour
Preview and Predict – For Textbooks
Preview Chapter: Preparing to read Read headings, subheadings, graphics Read the chapter summary
What do you wonder after this preview? What questions do you expect the text to answer?
Read the chapter to verify your predictionsChoose ONE ________ – bring notes about
_______________.
[Paired] BrainstormWhat are the important
ideas and strategies we have considered in pre-teaching?What is their purpose?What are pre-requisites?What important learning
elements are associated with pre-teaching?
PRE-TEACHING
PRIOR KNOWLEDGEDEPENDENT
PRIOR KNOWLEDGE~ INDEPENDENT
Based onBRAINSTORMING
PReP
Think Write
KWL
List-Group-Label
Prediction Graphic Organizers
Advance Organizers
Teacher Created GO
Preview
Verbal
Visual[artwork; video]
Auditory [music; podcast]
Text:Graphics / Headings
Semantic Map
Problem Solving
AnticipationGuide
Preview & Predict
Possible Sentences
Begin a Lesson in a Lesson:
Bionic TreesBrainstorm ideas about genetics –Anticipation Guide – respond &
discussRead with chart to organize
informationRevisit Anticipation GuideDiscussion Web
Before
After
Genetically modified organisms are dangerous to human health. It is okay to change a plant’s genetic make-up if it is going to benefit humans I would feel comfortable eating a fruit or vegetable from a plant or tree that was genetically modified. A genetically modified tree can replace a natural tree without causing any harm to the ecosystem. Just because human beings have the capability to alter the genetic code of an organism doesn’t mean we should do so.
Anticipation Guide
Respond to the statements in the BEFORE column
Compare your responses to a neighbor’s
Discuss your responses – support your positions
Hold on to your anticipation guides
For next week (and tonight)…
Second reflective posts are due tonight (10/11) by midnight!
Study for your mid-term exam
Midterm Review
Exam will be essay/application Refer to handout to overview concepts you are
responsible for. All concepts/terms/strategies/theories have been discussed in class.
Major topics covered: Disciplinary Literacy Assessment Learning Cycle Vocabulary Theory (Schema, Vygotsky, and Reader Response) Pre-Teaching Strategies
Reading from Teacher Man