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I like your comment about how schema can be altered. They are constantly changing when we find new information. Schema are able to change once new information is presented, and we can adapt to our surroundings because of it. This allows for so many learning opportunities for our students. Expanding our knowledge is always a good idea, to become more of an expert in areas.
-Andie Davis

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I completely agree about someones schema isn't considered right over someone else schema. The best part about this theory is that it is individualized. Everyone do think differently and it is all about perspective. It is up to that individual to change/alter their schema on a specific topic if new information is learned. This is a great theory to use for an open discussion topic in class. That way no student is right or wrong and feel confident enough to openly discuss their point of views on a topic.
-Ashley Swift

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"If a schema is triggered near the moment of learning, that learning is more permanent."

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"If a schema is triggered near the moment of learning, that learning is more permanent."

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I like the connection you made about Schema Theory to your field. Math is a common subject that use this theory on an every day basis. An idea I was thinking is to actually tell them about this theory when you are actually doing it. It will give the students a chance to make connections next time you introduce something relating to graphs. Yes, the Schema Theory isn't usually taught in math, but it does cross reference to other core subjects.
-Ashley Swift

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I wanted to include a Schema Theory that pertain to my life and experiences. One could be that I teach band and I really focus on the wind instruments. I do know a lot about band, but I just got a job as a percussion instructor. It is still band, but my schema about band expanded when I started working with percussion instruments.

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Schema Theory is basically how humans process knowledge and how it is organized into Schemata. Schemata is just knowledge structures for example I play an instrument and I would have a schemata for everything I know about that instrument. Everyone's schemata is different depending on the amount of knowledge a person have about that particular idea. Schema Theory is very interesting to me because we often use this theory in every day life without knowing we use it. Schema Theory are pliant and expandable meaning that even though a person have knowledge about a specific schema it can alter when knew knowledge is learned. Example presented below:

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The first thought I had as I read about schema theory was setting a strong foundation.  Everyone is taught core subjects during elementary, middle, and high school.  However, because we are a diverse group, one child may understand a topic from a different perspective than what's taught.  I don't think this means one is right and the other is wrong, it just means our knowledge comes from multiple sources.  This is important because as the text states, schema can change and there are different processes that illustrate how:  accretation-adding to existing knowledge without changing what's understood, tuning-modifiying what's understood to add new information, and restructuring-creation of a new schema because the known schema is found to be false.

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Schema theory states that people have these structures of knowledge called Schemata, which store information people know about certain subjects. For example, we have a schemata for fishing, playing video games, playing basketball, etc. As we gain experiences in these areas, we gain more knowledge and information, and therefore, our schemata are constantly growing. The theory states that the more schema we have in a certain area, the better we will learn new concepts from that area.
This helps us as teachers because if we use the idea of Schema Theory in our teaching, the more knowledge that students have in our content areas, the better they will be able to learn new concepts and ideas. If we build up the foundations that our students need to know, then we are helping prepare them to learn more from our class. The more math knowledge that my students have, the easier it will be for them to make connections. For example, I just taught my Algebra 2 students yesterday how to make transformations to a graph (vertical and horizontal translations, reflections across the X and Y axis, and stretching or compressing), and today, I taught them how to graph absolute value functions. Yesterday's lesson led right into today's lesson because we used all of those transformations today to be able to graph absolute value functions. Building up their knowledge levels one step at a time, they are able to make connections between the content this way. By teaching them one concept before the other, enhancing their math schemata, we are making it easier for them to learn new concepts because they understand more of that content in order to make connections and learn new content.