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Anticipation Guide Example and Explanation

The anticipation guide summarizes a teaching strategy where students rate their agreement with statements related to an upcoming topic before and after learning about the topic. Before reading or learning, students indicate their initial agreement on a scale. They then read or go through a lesson. After, they rate the statements again and can provide evidence from the reading to support changes in their ratings. This challenges students to make predictions, justify their views, and reflect on how their understanding changed through learning.

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147 views5 pages

Anticipation Guide Example and Explanation

The anticipation guide summarizes a teaching strategy where students rate their agreement with statements related to an upcoming topic before and after learning about the topic. Before reading or learning, students indicate their initial agreement on a scale. They then read or go through a lesson. After, they rate the statements again and can provide evidence from the reading to support changes in their ratings. This challenges students to make predictions, justify their views, and reflect on how their understanding changed through learning.

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api-471107989
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Anticipation Guide

Instructor Roles
Rate all of the following on a scale from 1 to 5: 1 being strongly disagree, 2 being somewhat
disagree, 3 being neutral/not sure, 4 being somewhat agree, and 5 being strongly agree. Then
provide a 2-3 sentence explanation defending your position with examples.

Before Study (1-5) Statement After Study (1-5)

Faddish assessment practices (reluctant zeros, flexible


deadlines, and second-chances) are undermining our
educational system and are promoting laziness and
substandard learning.

Instructors, like any other profession, should be thoroughly


evaluated every five years or so to see if they are keeping up
with research and effective instructional practices. Too many
instructors are simply putting in time.

Our job, in working with students is more than just content


delivery; it is to help students develop values, morals,
wisdom, and well-reasoned perspectives.

Instructors should be careful to maintain a professional


relationship with their students. Meeting outside of class or
sharing personal contact information (cell numbers) is risky.

Instances of student misconduct (plagiarism, lateness,


cheating, bullying, and disrespect) should be immediately
reported to the department chair.

Instructors should be careful not to share their personal


beliefs or values when it comes to controversial issues.

Students should be encouraged to speak only in English


during classroom and break time interactions.

Discussion Questions
1. Which statement do you strongly agree with and why?
2. Which statement do you strongly disagree with and why?
3. All of these statements are related to the topics regarding instructor roles and
responsibilities. Which topics are you interested in discussing more? Why?
The Anticipation Guide
What is it?
The Anticipation Guide (Herber, 1978) is a pretty simple strategy that can lead to some very complex
and involved thought and discussion. In this strategy, students are asked to respond to five, six or
seven interesting statements. These statements should reflect some of the upcoming themes and
issues in a lesson or unit. For instance, imagine asking your students to agree or disagree with the
following statements and to be prepared to explain their choices:

1. Japanese cars are better made than American ones.


2. Teenage boys should pay more for insurance; they’re the ones who cause the accidents.
3. The most important consideration in buying a used car is price.
4. It is better to finance through a car dealer than to borrow from your parents.
5. Having your own car is more of a burden than a blessing.

The students should first answer these questions by themselves and they should have some time to
think about each question. There’s bound to be quite the response to at least one or two of the
questions. At this point you are starting to tap into your students by asking them not to fence sit and
to consider some of the implications. The next step would be in asking them to share their responses
with an elbow-buddy (partner) and to explain their reasoning to their partner. Then, when they are
ready for it, you might ask the students to share out their ideas with the class.

This strategy challenges each student to access prior knowledge, set a purpose for learning, and
requires them to find evidence to justify or disprove controversial statements.

How do you use it?


Anticipation Guides can be used in many different ways. Some instructors keep them short and
sweet, asking the whole class to answer the questions with no paper and no pressure, just indicate
thumbs up or thumbs down and let’s move on. Other instructors use these guides to generate serious
and lengthy discussions (Imagine asking kids to respond to a statement like: “The NASA space
program should be shut down in order to free up money for humanitarian aid to third world nations.”)
and these instructors often ask for written justifications so the students are challenged to be clear and
accountable. And many instructors use anticipation/reaction guides so that students can compare
where they were in their thinking before their study to where they ended up in their thinking after
their study.
One Possibility…

1. The instructor hands out an Anticipation Guide that includes 5 to 7 thought-provoking


statements that highlight some of the major ideas from the topic to be learned or from the
upcoming reading selection. These clear, declarative statements should elicit anticipation,
prediction making and some debate. Instructors may include true statements and also any
misconceptions the students traditionally have about the topic they will be learning or reading
about.

2. The students should fill in their guide indicating whether they believe each statement to be
true or false based on their background knowledge and/or personal values. (Some instructors
also ask students to write down their reasons for their pre-reading stance in a short
justification…)

3. Students are asked to pair up or form small groups to compare their Anticipation Guides and
discuss the differences or justify their agreements.

4. As students the students read a selection or go through a particular unit, they should be
reminded of these anticipation statements.

5. Once the study (reading, unit) has been completed, the students can be given the opportunity
to re-evaluate the statements in terms of what they have learned. They can do this
individually or in small groups. (Some instructors ask their students to write out their
conclusions or relate page and paragraph numbers that support their re-evaluated stance.)

6. Often, as a culminating activity, instructors will ask their students to contrast their predictions
with what they have learned through their study. In this way student growth in learning is
highlighted and celebrated.
Anticipation/Reaction Guide
Topic: Name:
Date: Subject:

Before reading: After Reading:

(page numbers)
evidence
disagree

disagree
agree

agree

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