Preparation for Learning Ch. 3

 

 
A lesson plan is optimal when a teacher connects what a child knows to the lesson that will be taught. Prior knowledge will bridge the gap in the lesson. Students with greater prior knowledge uses problem solving strategies more effectively than students who lack prior knowledge in a subject. It is up to the educator to build on a child’s schema. Schema is relating existing information to what is known, and a student’s interest is peaked when information is relatable. However, cognitive dissonance is a conflict of what a child understands in his/her prior knowledge with new information that is transmitted by the teacher.  As a result, this causes tension with the student and could leave the student losing interest in the subject or simply feeling frustrated with the lesson.


There are several ways a teacher could implement building on prior knowledge in the classroom.

Pre-learning Concept Check:

Vocabulary words are used and the student will place a plus sign in an area that he knows, a check if you have some knowledge about it and a zero if he does not know.

Story Impressions:

The teacher will choose terms, phrases, and concepts in order (narrative text) that the students may write a prediction based on the concepts. In a nonfiction text, terms are used that students may or may not know and a paragraph will be generated based on the terms.  This paragraph may be written as a group until the students are comfortable writing story impressions independently.
 
KWL Chart:

This is a chart that is divided into three rows. The K stands for what they know, W is what they want to know, and L stands for what they have learned during or when the lesson is completed.  Students will correct any misconceptions on the chart after the completion of the lesson.

What-I-Know Activity (WIKA):

WIKA is related to the PAR (Preparation, Assistance, and Reflection) framework.  This is also divided into columns.  Under prior knowledge, students will write, “What I Already Know”.  The next column will be, “What I’d Like to Know.” Students are at liberty to write their own questions after listening to class discussions.  Another column is the, “What I Know Now” column.  This column is completed during and after the reading. The last column is the, “What I Know Now” column.  This allows students to comprehend and reflect on their thinking.

Rewriting Text:

Rewriting the text in simpler way for the students to comprehend difficult text.  This is a strategy that is beneficial to students who may have a difficult time comprehending expository text, however, this is time consuming for the teacher who has to prepare this in advance.

Written Preview: 

This is a brief preview written by the teacher that is read aloud before the actual reading of content material.  This helps the student to organize the new information that is presented.

Graphic Organizers:
The graphic organizers are visual relationship with concepts. 

Anticipation Guides:
Statements that are written by the teacher that student’s will react which will stimulate classroom discussions. 

Factstorming:
Students will give facts about a subject the teacher gives to them.

Analogies:
Analogies are making comparisons from what is known to something that is less familiar.  Example:  A fish is to swimming as a bird is to flying.

Students who are in your class will have various needs.  In order for lessons to be effective, differentiation of instruction must take place.  The strategies listed above will allow success to be attainable for all students and learning will transpire.