- Schema theory proposes that knowledge is organized in the mind as schemas, which represent concepts at different levels of abstraction and are used to interpret new information. - Schemas are shaped by past experiences and can differ between individuals, leading them to interpret the same information differently. - Schema theory was popular in the 1970s-1980s but fell out of favor for sociocultural theories, though the concepts of schemas are still referenced today under different names.

1. Schema Theory

2. Summary
• Schema theory was popular in the1970-
1980’s
• Fell out of favor for sociocultural theories
• Still recognized as important in
understanding the reading process
• Still referenced, but used alternate
terminology
–Seen as generic concepts in the
mind

3. Summary (cont)
• Features of schema theory
– Schemas can have variables
– Schemas can be embedded, one within another
– Schemas represent knowledge at all levels of
abstraction
– Schemas represent knowledge rather than
definitions
– Schemas are active processes
– Schemas are recognition devices of how well
data fits into preconceived notions

4. Summary (cont)
• Different learners will interpret the same passage
differently based upon their past experiences. (bizarre
texts)
– IE Weightlifters vs Musicians
• Research focuses on schema activation not creation
• Vygotsky Space
• knowledge is both
internalized and and
externalized

5. Practical Application
Christy:
When talking with my students about families,
one little boy raised his hand and was
confused that other students lived with both
parents. He had lived with only his mom since
he was born and thought that all children only
lived with their mom.
Shelly:
When I talk to my students about joining our
school’s robotics team, the students have
many questions. The first assumption that
many students have is that we have fighting
robots. The next is that they
have to be really smart to be
a part of the team or that
they would only be building.
Once they observe a meeting
they discover how many
different types of people
are in the club.
Sami:
My students went on summer break for 3 months.
While they were home, they had different
expectations than those at school. They are
finally coming back to school and have to
remember what appropriate behaviors for school
are.
Rebecca:
Recently, my class acquired a new student from the
Philippines. This student, due to his educational
background, has had a difficult time adapting to
the classroom. He frequently correlates
information being discussed to video games and
movies that he has previously viewed. Due to his
difficulty understanding the language, the
connections he can make are varied from the
connections that the majority of students in the
class are making. His cultural background, has
impacted the way in which he is able to categorize
and synthesize information.

6. Our Opinions
Christy: Being a kindergarten teacher, I feel that one’s prior knowledge is
helpful when in a school setting. If a child has never been to preschool
before entering kindergarten, then they will not understand how to act in a
classroom setting. When a child has been in preschool, then they can use
their schema, or prior knowledge, which will allow them to follow the rules
expected in a classroom setting. I feel that when children have the schema
for what is being taught, they will be able comprehend and learn much
quicker than those without the prior knowledge.
Shelly: I feel that schema theory has its benefits, especially with
teaching skills like reading and comprehension. I feel like as they
grow, the schemas can either help or hinder their learning
experiences. Some subjects are easier to apply schemas to
because of their commonality, but others would take longer to
establish these held concepts and allow a learner to associate
other concepts with them for full comprehension.