Activating Prior Knowledge: The First Step in Active Learning

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A workshop presentation of strategies and activities to deepen the understanding of the need Activate their knowledge and experience about a topic and therefor to engage them in learning that is …

A workshop presentation of strategies and activities to deepen the understanding of the need Activate their knowledge and experience about a topic and therefor to engage them in learning that is Practical and Relevant to their lives.

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  • 1. Welcome and Intro. 2. How many Primary and Secondary Teachers? Form Groups. Hand out Brainstorming Rules. Every concept in learning is grounded in certain beliefs (a philosophy or Approach) about the process of acquiring knowledge. The Approach that underlies my work in EFL is called PRIME. What could the Acronym stand for? Brainstorm.
  • Have attendees read the rules for brainstorming. Then guess in groups or as a class (depending on the size of the group and the time allotted for the workshop) what each of the letters in the acronym might mean. Write all the ideas on flip chart or whiteboard, discuss each interactively with the group briefly and reach a consensus before proceeding to William Tweedie’s intended meaning as the PRIME Approach©1996 on the next slide.
  • My Approach in EFLAF – the Method is SID C ME – only possible if students are given the responsibility for their own learning which comes with setting and achieving specific goals with the assistance and guidance of the teacher. The reward is seeing the benefit and enjoy the fun of learning.
  • I2SQP4R U (I too see quiet people forrr you)– Skills we hope to practice today in deepening our understanding of how important it is to Activate Students’ Prior Knowledge.
  • What is Prior Knowledge? And Why Activate it? I group four aspects of being human and a student under the one umbrella term.
  • Experience and Knowledge are directly related to Attitude and Behaviour – common sense. For the average person, positive, progressive experience and knowledge lead to positive and progressive attitudes and behaviours. To understand and retain new information inwhat they are reading, students’ need to connect this information to a framework of what they already know and understand. Reading Specialist Dr. Suzanne Clewell explains this idea with an example.
  • Dr. Suzanne Clewell
  • If the student knows but can’t explain in English the teacher must be aware of this. L1 is therefore necessary to focus on building lexisand ability. Many research studies have led to this conclusion. We must distinguish among the ESL, ESL Immersion, and EFL contexts.Feelings/Attitudes (the Affective Filter(s) as Krashen hypothesized) are absolutely critical in the process of L2 acquisition. Now let’s get to the sampling of strategies and activities we selected for today. Our First Strategy is going to be Using Poetryto activate prior knowledge. How many here teach teenagers?
  • This visual may activate YOUR prior knowledge of the dreaded teenager.
  • Write a simpleword poem about teenagers. Follow the format on the worksheet.
  • Once students have focused on the topic and begun to activate what they have already experienced and know about it you can expand the range of what they know and extend this knowledge through other APK and learning activities. The QAR is a good strategy for informational or narrative texts.
  • Compare your questions to these and your groups’. What other factors are involved in learning difficulties?What are receptors and how many are just right?Will it help?This would be a great PRIME project for a class of teenagers to undertake!
  • Example Diamante Poem about Reading: Noun, 2 Adjectives, 3 Verbs, 1 phrase, 3 more Verbs, 2 Adverbs, a similar, associated or contrasting Noun
  • Share your ideas with your group or with the class if called upon.
  • APK is not only for words. It also involves the sounds, rhythm, stress, intonation of words. Reading Aloud is one of the most effective strategies because students must Imagine or construct images based on what they hear and see the reader do. These aspects are valuable clues to meaning as well.
  • The words are suggestions that relate to the content of activities to follow thereby activating some prior knowledge. Ideally for a group of 25 participants. Content and number will change according to the group’s size and facilitator’s choice of subject matter.
  • Life on Earth Readings. Use this strategy BRIEFLY: In turn, describe to your group the key topics and facts in your article from “Life on Earth.”From 1000 Questions and Answers © 1997 Bookmart LimitedThe other group members will formulate 1 or 2 questions each to ask about the article.Are these Topics Relevant to you and your students?The KWL Strategy may be substituted if time is short.
  • The story is on your worksheet with words some students might not know. For secondary students have them fill in words without the word box first. Next they can look at the word box to check for synonyms they might have used, or other words that could also be used in the story.
  • Search The Joy of Reading pedagogical project and add yourself to their mailing list for regular emails of stories from around the world and The Story Break to receive 3 or more classic and contemporary short stories regularly by email. Check out Heather Forest’s site http://www.storyarts.org as well.Also search Active Learning and Activating Prior Knowledge on YouTube and a must is visiting the Buck Institute for Education (BIE.org)

Transcript

  • 1. Think & Link ©Please complete the PRIME TASK worksheet BEFORE we begin. THANK YOU!
  • 2. WELCOME TO: The First Step in Active Learning For Teachers of English as a Foreign Language in Upper Elementary & Secondary Schools With William M Tweedie Assisted by: Che Ku Ruhaya Binti Che Ku Ali (CK)
  • 3. Brainstorm PE R M I
  • 4. The PRIME ApproachThe Learning Process must be:  PRACTICAL – Doable and Doing (Active Learning)  RELEVANT – Important or Significant to the Students. (Fun is always significant)  INTEGRATED – Language Skills, Learning Styles, Background, Interest, Goals (BIG)  MEANING-centered – Meaningful  ENRICHING – Engaging – Creating a Brighter Future For more information visit http://prime-learning.weebly.com
  • 5. 9 PRIME Reading Skills
  • 6. WHAT DO WE MEAN BY PRIOR KNOWLEDGE P?K?
  • 7. New Experience New Behavior New Attitudes New Knowledge Experience Knowledge Attitude BehaviorNew Attitudes New Knowledge New Experience New Behavior
  • 8. Activating Prior Knowledge (APK): A Framework to Integrate New Information http://www.thinkport.org/career/strategies/reading/activate.tp#1
  • 9. APK in EFL ContextsA. Content Knowledge• How do you tap a rubber tree?B. Language Ability• How do Monitor Lizards swim?C. Feelings & Attitudes• Why do my students (teachers) drive me crazy?!
  • 10. We Try to Help them Learn! But it ain’t easy!!!
  • 11. Strategies & Activities to APK Use Word Poems To Activate Prior Knowledge As Warm-ups To Any Topic TEENAGERS !
  • 12. Question-Answer Relationships Develop one each of the 4 types of Questions“Why teenagers find learning a drag”
  • 13. Possible QARs  In the Book:  What part of the brain is involved in learning?  In my Head: Can this explain (partly) my students’ attitudes and behaviours?  Think and Search:  How is the hippocampus involved in learning?  Author and Me:  Should I share this information with my students?
  • 14. Diamante Poem Reading Informative PleasurableStimulates Engrosses Compels In a quiet place Creates Persuades Satisfies Effectively Stresslessly Writing Your Poem Topic: MICE
  • 15. Compare and ContrastUse the worksheet to compare and contrast your ideas about City Mice and Country Mice You may also use Similarities & Differences using a matrix: • Different • Different SAME SAME SAME SAME • Different • Different
  • 16. A READ ALOUD:The City Mouse and the Country MouseAn Ancient Fable from Aesop’s ABC compiled by Heather Forest http://www.storyarts.org
  • 17. Shape PoemEach member of your group chooses a different one of thefollowing to create a shape poem:Group 1 Group 2 Group 3 Group 4 Group 5 Frog bear bananas flower pond Hornbill rabbit milk pear armadillo Monkey cow carrot egg leaf Lizard snake cheese bean root Mouse cat rice potato raindrop
  • 18. The Elements of THIEVESPlease Scan the Elements of THIEVES handout. Or you might lose something!!
  • 19. Building Vocabulary while APK Cloze Activity You Are Beautiful As You Are Aesop’s Fables An Ancient Fable from Aesop’s ABC compiled by Heather Forest http://www.storyarts.org
  • 20. PREDICTINGThe Lion and the Mouse Your Fable in 3 Parts An Ancient Fable from Aesop’s ABC compiled by Heather Forest http://www.storyarts.org
  • 21. Participants’ FREE CD Contains:  100’s of Strategies, Activities, Lesson Plans, and Worksheets  Conference Presentation Material  A Complete Book of 26 Graphic Organizers  More than 600 Stories: Fairy Tales, Fables, Short Stories, etc.  Theoretical and Reference resources for APK  16 Videos demonstrating how to use some of the Strategies, Activities and Lesson PlansThese resources, compiled by William M Tweedie, are freely available on the internet.
  • 22. Thank You So Much! CK for her terrific assistance! And YOU for your hard work!The Very Best of Luck and Happiness in Helping Students to Love Reading!By Activating their Prior Knowledge