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Activating Prior Knowledge

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23 views45 pages

Activating Prior Knowledge

Uploaded by

Catlen Parungao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Activating Prior Knowledge

Presented by: Lucy Castañón


Did you know?
“Each student
brings to the
classroom a
rich
storehouse of
knowledge
about the
world.”
“Tapping
experience
s enhances
meaning.”
“Activating
Prior
Knowledge
increases
comprehension
”
Pair work
• In pairs work and activate
your knowledge about
this workshop
• Use the following K-W-L
or K-W-H-L
Report your
answers
When I assign reading/listening
…
• What do I ask • When do they do
students to do? it?
Vocabulary
Before they read/listen
Categories of Reading
Strategies
• Pre Reading BEFORE

• During Reading DURING

• After Reading AFTER


Pre-Reading Strategies
• Activate Prior Knowledge
• Prepare the brain for new coming
information
• Help the students why they are reading the
material
• Introduce new vocabulary
• Help students make connections
Pre Reading Strategies
Featured Strategies
• Activate Prior Knowledge
• Context clues
• Decoding
• K-W-L-chart
• Predicting
What’s schemata?
“Schemata” the reader's/listener’s
preexisting concepts about the world and
about the text to be read or heard. Into
this framework, the reader/listener fits
what s/he finds in any text.
If new textual information does not fit into
a reader's/listener’s schemata, the
reader/listener misunderstands the new
material, ignores the new material, or
revises the schemata to match the facts
within the text.
“Developing comprehension helps
bridge the gap between what is
known and what is new. It opens
students to new learning by
reassuring them that the concepts are
within their grasp. It gives them a
reference point for assimilating new
material and adds greater meaning to
the new concept.”
LEVEL OF PRIOR
KNOWLEDGE

• Students generally fall into three


categories: MUCH, SOME, or
LITTLE prior knowledge.
PRIOR KNOWLEDGE
MUCH: super ordinate concepts;
definitions; analogies; linking.

SOME: examples; attributes; defining


characteristics.

LITTLE: associations; morphemes; sound


alikes; firsthand experiences.
• In each instance, the teacher will
make specific instructional decisions
based on what is discovered in the
prior knowledge part of the lesson.
• To check out what prior knowledge
exists about a topic, idea, or
concept, you may choose to do
some of the following activities:
*BRAINSTORM the
topic. Write all the
information solicited from
the students on the
chalkboard, a piece of
paper, or transparency.
*ASK specific and/or
general questions about
the topic. See what
responses are given.
Questioning

Developing inquiries about the


text that will direct
readers/listeners towards the
purpose of reading.
Four types of questions:
• Memory

• Convergent thinking

• Divergent thinking

• Evaluative thinking
Memory questions
• Signal words: who, what,
when, where
• Cognitive operations: naming,
defining, identifying, designating
• Examples: What’s the definition for
democracy?
Ask a memory question to
your neighbour
Convergent Thinking Questions:
• Signal words: why, how, in what ways
• Cognitive operations: explaining,
stating relationships,
contrasting/comparing
• Examples: In what ways is
“coffee” similar to “tea”
Ask a convergent thinking question
to your neighbour
Divergent Thinking Questions
• Signal words: imagine, predict, if...then, how
might, what are some possible
• consequences
Cognitive operations: predicting, hypothesising,
inferring, reconstructing
• Example: What are some possible consequences
of adrinking
Ask divergentcoffee?
thinking question to your
neighbour
Evaluative Thinking Questions
• Signal words: justify, defend, judge
• Cognitive operations: valuing, judging,
defending, justifying choices
• Example: What do you think of capital
punishment for drug dealers?
Ask and evaluative question to your
neighbour
*POST a PROBLEM or a
SCENARIO. Based on
this description, find out
what the students know
about the idea presented.
• Once the data is collected,
a decision about the
appropriate forms of
instruction can be made.
The following diagram can
be helpful:
Teachers should remember to:
(1) Present information
which builds:
*Background ideas
*Concepts *Principles
(2) Show, don't tell through--
*Demonstrations *Multi-
media
*Graphics
(3) Use outside resources, trips
and speaker
s
(4) Tell about topic from your
experience
(5) Use any combination of
the above
!
Can your prior knowledge tell you
what this graphic means?
What can your prior knowledge
tell you what these photos mean?
Activating Prior Knowledge
• Let’s read the heading
of “State TV: China
quake death toll could
hit 50,000” and let’s set
a purpose for reading
and activate our Prior
Knowledge.
Write your questions.
Include all
three
types.
Report your
answers
GROUP
WORK
Pretend you have to use the
second text :
“Myanmar junta
people not to
warns
hoard aid”
• Based on what you learned
today activate your students
Prior Knowledge about the
topic.

• Report your ideas

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