Preparing Students to Learn

1. Preparing Students to Learn October 11, 2012

2. 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

3. Generates • Prior Knowledge • Activated • Appropriate • Sufficient • Organized • Purpose: • Directs attention • Motivates • Helps learners differentiate important from unimportant information Modifies Directs PREPARE FOR LEARNING Understanding • Attention: • Limited • Selective • Directed toward familiar REFLECT ON LEARNING GUIDE LEARNING Creates Selects • New Information • Reading • Activity • Inquiry • Construct Meaning • Integration of prior knowledge and new information Engage Explore x2: Metacognitive reflection & Assessment Extend Explain

4. 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

5. 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.

6. 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

7. 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.

8. PreP Activity: What comes to mind when you think about ancientEgyptian burials?

9. Analyze PReP responses

10. 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

11. Knowledge Rating Activity

12. KWL / KNL What do you WONDER?

13. KNL • Useful to introduce a wide variety of activities • Guest speaker • Video / film • Field trip • KWHL: • Research • History day / Science/Math fair project

14. 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

15. 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

16. Previews • Verbal • Visual – • video clips, http://youtu.be/uZfRaWAtBVg • web pages, WEB PAGES • Pictures, PICTURES • Auditory – music • Text • Chapter Tour • Graphics tour

17. 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 _______________.

18. [Paired] Brainstorm • What 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?

19. PRE-TEACHING PRIOR KNOWLEDGE DEPENDENT PRIOR KNOWLEDGE ~ INDEPENDENT Based on BRAINSTORMING Prediction Graphic Organizers Preview PReP Problem Solving Advance Organizers Verbal Think Write Anticipation Guide Teacher Created GO Visual [artwork; video] KWL Possible Sentences Auditory [music; podcast] List-Group-Label Text: Graphics / Headings Semantic Map Preview & Predict

20. Begin a Lesson in a Lesson:Bionic Trees • Brainstorm ideas about genetics – • Anticipation Guide – respond & discuss • Read with chart to organize information • Revisit Anticipation Guide • Discussion Web

22. 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

23. For next week (and tonight)… • Second reflective posts are due tonight (10/11) by midnight! • Study for your mid-term exam

24. 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

25. Reading from Teacher Man