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

sS

elects

Cre

ates

Mod

i fie

s

Engage Explore

Explain

Extend

x2:Metacognitive reflection

&Assessment

Small Group Share

Count off by 3s

Move to your small group for discussion

Share strategies you appreciated/found interesting from Chapter 6

After everyone has shared, choose one to share with the class – have a backup!

Whole class share

Think Write

Choose one of the strategies presented

How 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

PReP

Pre Reading Plan

Students brainstorm about the topic – They brainstorm: initial associations

Reflect 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 responses

Analyze 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 OR

Use list at back of chapter

Student pairs work to group [sort] terms into conceptually related groups

Label these groups

Read 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:

warts

dermatologists

verruca

polyoma virus

nostrums

caustic painting

freezing

electrocautery

autosuggestive cures

Pliny the Elder

verrucose

spunk water

Mark Twain

Previews

Verbal

Visual – video clips, http://youtu.be/uZfRaWAtBVg web pages, WEB PAGES Pictures, PICTURES

Auditory – music

Text 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 predictions

Choose 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 & discuss

Read with chart to organize information

Revisit Anticipation Guide

Discussion 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