Activating knowledge
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Activating prior knowledge helps increase comprehension and allows for positive transfer of new learning. Strategies for activating prior knowledge include using advance organizers, which describe new material and illustrate connections to previous learning. Advance organizers, chunking, outlining, highlighting, and questioning techniques can help make instructional materials more meaningful by helping students access and refine relevant prior knowledge and schemas. These conceptual and pedagogical models provide teachers flexibility to design instruction that facilitates learning.
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Prior Knowledge - Dr. Grant
This document discusses prior knowledge and how it relates to learning. It defines prior knowledge as the background knowledge, ideas, skills, and attitudes that learners bring to a new learning context. It notes that prior knowledge is shaped by factors like culture, language, and experiences. Schemata are mental representations of prior knowledge that help people understand new information. The document recommends strategies for teachers to activate students' prior knowledge like discussion, brainstorming, and using pictures or real-life examples to build connections to new concepts. Activating prior knowledge is important for building new learning and engaging students in the learning process.
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The document discusses the importance of activating students' prior knowledge before reading or listening to new information. It defines prior knowledge as a student's existing concepts and experiences about the world and topics. Activating this prior knowledge helps students make connections and increases their comprehension. Some ways to check students' prior knowledge include brainstorming, asking questions, or presenting a problem/scenario related to the topic. The document also categorizes different types of questions teachers can use, such as memory, convergent thinking, divergent thinking, and evaluative thinking questions.
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This document discusses engaging prior knowledge through the use of ICT tools. It defines prior knowledge as pre-existing beliefs, experiences, and understanding that learners bring with them. Activating prior knowledge is important as it helps learners connect new content to what they already know. The document describes tools like Google Sites and Popplet that can be used to activate prior knowledge through activities like brainstorming, semantic maps, and discussion. While ICT tools can increase engagement, their use also faces challenges like technical issues, time required for setup, and eliciting incorrect prior knowledge.
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1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Active learning
Active learning techniques are important for college success. They help reinforce new information so the brain does not discard it. These techniques include taking notes during lectures, asking questions, and forming study groups to discuss material. This allows students to synthesize information and retain it better than passive learning alone. Various note taking methods like outlining and mapping can help organize lecture content in a visual way to enhance memory.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Developing Instructional Materials
The document discusses strategies for developing instructional materials, including selecting existing materials or creating new ones. It describes various media options for delivering instruction, such as simulations, games, videos and websites. The key steps in developing materials are identifying the instructional strategy and goals, selecting appropriate media and content to engage learners, and developing materials that can be used without an instructor. Formative evaluation of prototypes is recommended during the development process.
Inform teaching and course design
The document discusses three key aspects of effective teaching:
1) Acquiring relevant knowledge about students' backgrounds, skills, and misconceptions to inform teaching and course design.
2) Prioritizing the most important knowledge and skills to focus on in a course given parameters like class size and course position.
3) Progressively refining courses over time based on reflection and feedback through small purposeful changes.
Approaches in science teaching
1. The document discusses various approaches and techniques used in science teaching including inductive-deductive, interdisciplinary, multimedia, and constructivist approaches.
2. Specific techniques covered include group discussion, brainstorming, team teaching, peer tutoring, concept mapping, seminars, and debates.
3. Each approach and technique is explained in terms of its definition, advantages, and role of the teacher.
Learning strategies
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Activating knowledge
- 2. Activating prior knowledge ■ It increases comprehension ■ To use positive transfer in new learning context
- 3. STRATEGIES
- 4. Advance Organizer ■ A strategy that describes a new material to be learned. ■ a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned
- 6. ■ Any of the mentl systems we invented to make some lessons understandable. ■ Example: Sentence Pattern such as S-IV, s-tv-do ■ Helps the instructional materials meaningful and help them access and refine relevant schemata. ■ Pedagogical give us liberty to think of carefully designed instruction. Conceptual and Pedagogical Model
- 7. OVAR STRATEGY •Observe,Verify, Analyze, Reflect OEPT STRATEGY •Observe, Explain,Predict,Tutor Conceptual Model
- 8. ■ process of taking individual pieces of information (chunks) and grouping them into larger units ■ useful tool when memorizing large amounts of information ■ According to neuroscientist Daniel Bor, chunking is remarkable as it represents our ability to "hack" the limits of our memory Chunking
- 9. Outlining
- 10. ■ Locating the most important points in a topic. Highlighting
- 11. ■ Describe a particular person, place, object, event and phenomenon ■ Specify the time element or time sequence pattern ■ Emphasize a causal relationship or a process ■ Generalize ideas, principles, concepts with examples ■ Emphasize a concept with example or illustration Questioning