This document discusses how schema theory can help English language learners become better readers. It defines schema theory and how it relates to prior knowledge and comprehension. The presentation outlines how schema theory applies to reading processes, activities teachers can use before, during and after reading to activate students' background knowledge, and limitations of relying too heavily on schema theory.
Concept mapping was developed by Joseph D. Novak in 1960s.
Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Concept mapping was developed by Joseph D. Novak in 1960s.
Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
This presentation is for research writers, both advanced undergraduate writers and graduate students (even junior faculty needed writing support!). It assumes that the reader is familiar with the basic purpose of the literature review, and delves deeply into *how* the writer might compose this part of the research article. It also assumes that the technical features of this difficult genre are underestimated, and thereby approaches the literature review as a *drama.* Research writers should feel free to draw on the presentation for strategies that will enable them to articulate their understanding of how their research problem influences the way their field talks about and acts in regards to this problem. Specifically, an examination of grammar as code for drama is explored.
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
DEFINITION OF SCHEMA
SCHEMATA
TWO WAYS OF USING THE SCHEMATA
CHARACTERISTICS OF SCHEMA
- FLEXIBILITY
- CREATIVITY
PRE -READING ACTIVITIES
3 STEP ASSESSMENT/INSTRUCTIONAL PROCEDURE
LIST OF PRE-READING ACTIVITIES
A lesson about Text Structures. Specifically about the two most common structures used in writing academic texts. It is the first lesson of the subject English for academic and professional purposes for senior high students. This topic would be of great help to students who is looking for an aid with the same topic and is looking for a short information about the two most common structures used in writing academic texts. It will definitely help students who are having difficulty in writing essays and does not know how to organized their ideas. By scanning into this ppt, they may somehow learn what specific structure should they used when writing a certain academic text. It would be nice to be informed specially if they are starting to write research papers of their own.
Educating peers on applicable esl websites for instructional purposesAbir Aboutaha
The ESL/EFL websites provide students with the tools they need to discover their own knowledge related to second language learning. They give students the hooks and templates they need to fasten information to the long-term memory.
This presentation is for research writers, both advanced undergraduate writers and graduate students (even junior faculty needed writing support!). It assumes that the reader is familiar with the basic purpose of the literature review, and delves deeply into *how* the writer might compose this part of the research article. It also assumes that the technical features of this difficult genre are underestimated, and thereby approaches the literature review as a *drama.* Research writers should feel free to draw on the presentation for strategies that will enable them to articulate their understanding of how their research problem influences the way their field talks about and acts in regards to this problem. Specifically, an examination of grammar as code for drama is explored.
The project requires that you research a topic that is connected to .docxstandfordabbot
The project requires that you research a topic that is connected to the content that we have studied in the class. Using five resources (journal, academic website, google scholar, etc.) published from 2011-2017, you will create an annotated bibliography that includes an introduction to the topic and a conclusion.
o Introduction: Discuss the topic, why it is of interest to you, and how it relates to this class.
o Annotated Bibliography: Include one per resource. You may use the following structure for each. If a website or online journal entry include the link. Use APA style when creating the reference.
o Conclusion: Summarize the articles and discuss what you learned through the articles. How will you use this information in the future.
Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
STUDENTS LEARN?
How are you reading this book? Are you underlining or highlighting key sentences? Are you taking
notes or summarizing? Are you discussing the main ideas with a classmate? Are you putting
the book under your pillow at night and hoping the information will somehow seep into your
mind? Students have used these and many other strategies ever since the invention of reading, and
such strategies have been studied almost as long. Even Aristotle wrote on the topic. Yet educational
psychologists are still debating which study strategies are most effective.
Research on effective study strategies is confusing at best. Few forms of studying are found
to be always effective, and fewer still are never effective. Clearly, the value of study strategies depends
on their specifics and on the uses to which they are put (Schunk, 2012). A generalization
about effective study strategies is that effective methods involve learners in reshaping the information,
not just rereading (Callender & McDaniel, 2009) or highlighting without consciously choosing
the most important information to highlight. Research on the most common study strategies
is summarized in the following sections.
Practice Tests
Perhaps the most effective study strategy is taking practice tests aligned with the real test to come.
Test taking, especially when tests require construc.
DEFINITION OF SCHEMA
SCHEMATA
TWO WAYS OF USING THE SCHEMATA
CHARACTERISTICS OF SCHEMA
- FLEXIBILITY
- CREATIVITY
PRE -READING ACTIVITIES
3 STEP ASSESSMENT/INSTRUCTIONAL PROCEDURE
LIST OF PRE-READING ACTIVITIES
A lesson about Text Structures. Specifically about the two most common structures used in writing academic texts. It is the first lesson of the subject English for academic and professional purposes for senior high students. This topic would be of great help to students who is looking for an aid with the same topic and is looking for a short information about the two most common structures used in writing academic texts. It will definitely help students who are having difficulty in writing essays and does not know how to organized their ideas. By scanning into this ppt, they may somehow learn what specific structure should they used when writing a certain academic text. It would be nice to be informed specially if they are starting to write research papers of their own.
Educating peers on applicable esl websites for instructional purposesAbir Aboutaha
The ESL/EFL websites provide students with the tools they need to discover their own knowledge related to second language learning. They give students the hooks and templates they need to fasten information to the long-term memory.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Assisting ESL Students Become Better Readers through
Schema Theory Applications
Submitted by
Abir Aboutaha
Northcentral University
Prescott Valley, AZ
1ATESL PD Session 2016
2. Workshop Outline
ATESL PD Session 2016 2
•The Concept of Schema Theory
•Schema and Jean piaget's Theory
of Cognitive Development
•Schema Theory and Reading Skill
•Types of Schemata
•Schema Theory and Models of Reading
Process
•Activating & Building the Schemata
•Schema Theory Application on Reading
Activities
•Schema Theory Limitations
•Group activities
•References
3. The Concept of Schema Theory
•The schema theory was one of the leading
cognitive learning theories.
•It was first introduced by Frederic Bartlett in
1932 as a part of his theory.
•Bartlett (1932) defined schema as “the reflection
or active organization of people’s past
experiences.”
•Bartlett's theory confirmed that our
understanding of the world is formed by a
network of abstract mental structures which
represent one's understanding of the world.
3ATESL PD Session 2016
4. The Concept of Schema Theory
• According to Rumelhart (1980), Schema entails an
internal knowledge structure
• New information is compared to the existing
cognitive structure called "schema"
• Schema will be combined, extended, or adjusted to
accommodate new information
4ATESL PD Session 2016
5. Schema and Jean piaget's Theory of Cognitive
Development
Schema is the mental representations of a set of ideas and actions,
which we use to understand and acquire new knowledge.
Schema goes through the following processes:
Assimilation: The process of taking in information into our
previously existing schemas.
Accommodation: Involves alternating existing ideas or schema as
a result of new information or new experiences.
Equilibration: A mechanism that helps children in achieving a
balance between assimilation and accommodation.
(Piaget, 1928)
5ATESL PD Session 2016
6. Schema theory and Reading Skills
"Schema theory is based on the notion that past
experiences lead to the creation of mental frameworks that
help us make sense of new experiences” (Nunan, 1999,
p.201)
The reader's background knowledge and experiences play
an essential role in the reading comprehension.
The written text does not carry meaning by itself.
6ATESL PD Session 2016
7. Schema theory and Reading Skills
The text provides directions for the readers to assist them
in retrieving or constructing knowledge from their own
existing knowledge (prior knowledge and the previously
acquired knowledge structure called schemata) (Barlett,
1932).
Comprehending a reading text demands an interactive
process between the readers' background knowledge and
the text.
7ATESL PD Session 2016
9. Schema Theory and Models of Reading Process
•Bottom-Up Processing
It focuses on lower level skills such as matching sounds with the
letters, syllables, and words recognition. The meaning of the text
is constructed based on the reader’s prior knowledge of linguistic
items like vocabulary, grammar, and syntax.
•Top-Down Processing
It focuses on higher level skills such as the background
knowledge a reader uses to make prediction to understand a
written text.
9ATESL PD Session 2016
10. Interactive Model Processing
The interactive model takes
place at three levels:
1) The interaction between the
bottom-up and top-down
processes simultaneously
throughout the reading
process.
2) The interaction between
lower level and higher level
skills.
3) The interaction between the
background knowledge
presupposed in the text and
the background of the reader.
(Rumelhart, 1980).
ATESL PD Session 2016 10
Top-down
processing
Bottom-up
Processing
Themes
Main ideas
Ideas / details
Phrases/ expressions
Words
12. Schema Theory Application on Reading Activities
1) “Pre-reading activities” enable ESL learners to:
Bring themselves to the text (new concepts, processes,
skills).
Predict and activate schema, i.e. what learners already know
(prior knowledge and experiences).
Make connections, predictions, inferences, pose questions,
etc.
Motivate learners' interest and engagement.
Use Multiple intelligence (MI).
Build background knowledge
ATESL PD Session 2016 12
13. Schema Theory Application on Reading Activities
2) “During-reading activities” enable learners to:
Bring the text (concept) to themselves by applying reading
strategies such as skimming and scanning
Make meaningful connections.
Pose critical questions
Make guessing & inferences
Visualize what students are reading and draw a clear mental
picture of the text
Note changes in thoughts, feelings, and understandings.
ATESL PD Session 2016 13
14. Schema Theory Application on Reading Activities
3) "Post-Reading activities" enable the learners to:
Summarize the content in a few sentences
Discuss critically and pose questions
Become critically aware of how effective their thinking is to
gain deeper connections to themselves, other texts/concepts
and the external world.
Integrate new information with the existing knowledge
Extend schema and build background knowledge
Express new understanding and catch the missing parts of
the mental picture.
ATESL PD Session 2016 14
15. Schema Theory Limitations
Despite the popularity of schema theory application on the
reading skill, the opponents of the theory criticized it for
its limitations (Hudson, 1982; Carrell & Wallace in
Carrell, 1988).
ESL learners may get the meaning without successfully
utilizing "syntactic, semantic or discourse constrains"
(Hudson, 1982, p.186).
The overuse of schema theory may lead to the neglect of
other language areas and skills (Eskey, 1988).
ATESL PD Session 2016 15
16. Schema Theory Limitations
Goodman in Carrell and Eisterhold (1983) described the reading
process as a "psycholinguistic guessing game" in which proficient
readers minimize their dependence on the linguistic items by
incorporating background knowledge to make guessing and
predictions about the text.
The lack of prior knowledge contributes considerably to the
problems in reading comprehension.
ATESL PD Session 2016 16
17. References
Barlett, F.C. (1932). Remembering: A Study in Experimental
and Social Psychology. London: New Psychological
Linguistics. Shanghai: Shanghai Foreign Education
Publication.
Carrell, P.L. & Eisterhold, J.C. (1983). Schema Theory and
ESL Reading Pedagogy, in Carrell, P.L., Devine, J.
&Eskey, D.E. (eds.) (1988) Interactive Approaches to
Second Language Reading. Cambridge: CUP.
Eskey, D.E. (1988). Holding in the Bottom: An Interactive
Approach to the language problems of second language
readers, in Carrell, P.L., Devine, J. &Eskey, D.E. (eds.)
(1988) Interactive Approaches to Second Language
Reading. Cambridge: CUP.
ATESL PD Session 2016 17
18. References
Hudson, T. (1982). The Effects of Induced Schemata on the
Short Circuit in L2 Reading: Non-decoding Factors in
L2 Reading Performance, in Carrell, P.L., Devine, J.
&Eskey, D.E. (eds.) (1988) Interactive Approaches to
Second Language Reading. Cambridge: CUP.
Nunan, D. (1999). Second Language Teaching and Learning.
Boston: Heinle &Heinemann.
Piaget, J. (1928). The Child's Conception of the World.
London: Routledge and Kegan Paul.
Rumelhart, D. (1980). Schemata: The building Blocks
Cognition, in R. J. Spiro, B.C. Bruce & W. F. Brewer.
(Eds.), Theoretical Issues in Reading Comprehension.
Hillsdale, NJ: Erlbaum.
ATESL PD Session 2016 18
Editor's Notes
-Frederic Bartlett is a British psychologist and the first professor of experimental psychology at the University of Cambridge.
-According to the concept of schema theory, past reactions and experiences lead to the construction of mental frameworks that help us construct new knowledge and make sense of new experiences (Bartlett, 1932; Nunan, 1999).
-
-Jean Piaget is a Swiss psychologist and genetic epistemologist. He is famous for his theory of cognitive development.
-Schema example: My child first develops a schema for a horse. She knows that a horse is a large animal with four legs, hair and a tail. When she encounters a cow for the first time, she may call it a horse. It fits with her schema for the characteristics of the horse as a large animal with hair, four legs, and a tail. In this case, I have to tell her that this is a different animal called a cow, so she will modify her existing schema for a horse and create a new schema for a cow.
-The processes through which schemas are adjusted or changed are known as assimilation and accommodation.
-Schema enables the learners to make predictions for more successful interaction that results in successful interpretations of the written text.
Formal schemata refers to the structure and literary types of a text. The reader uses his/her schematic representations of the text such as short stories, poems, novels, newspaper articles, and academic articles to help understand the information in the text. For example, the formal schemata for a short story is the underlying structure that consists of a setting, characters, plot, and a reaction. Of course different genres have different structure. Carrell (1984) pointed out that the knowledge of what type of the text is can facilitate reading comprehension; however, the lack of such kind of knowledge will to some extent, hinder the readers’ understanding of the written text. Nevertheless, Carrell (1984) pointed out that formal schemata offer less power in the reading comprehension compared with the linguistic and content schemata.
-Linguistic schemata refer to the reader’s linguistic knowledge of grammar, vocabulary, idioms, and expressions. Linguistic schemata play a substantial role in comprehending the text. Without linguistic schemata, the reader could not decode and understand the text. In other words, the effective decoding skills are vey important for the comprehensive understanding of the text.
- Content schemata refer to the reader’s background knowledge of the content area of the written text (Carrell & Eisterhold, 1983). Content schemata are largely culture-specific.
-Top-down model emphasizes the importance of schemata, and the readers’ prior knowledge contribution to the text. Schema theory attempts to describe the efficiency of prior knowledge as it affects the reader’s comprehension of the text. According to this model, the reader uses his/her prediction of meaning by using context clues and combining them with background knowledge.
-After selecting a reading text, the following three stages of activities are typically used to activate and build students' schemata.
-While schema activation and building can occur in all three stages, the pre-reading stage deserves a special attention since it is here where student's schemata will be achieved.