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AnnaBelle replying to Loren S.' question

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AnnaBelle replying to Loren S.' question

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If I had a focus on hurricanes within science, then I would find a book that would be considered realistic fiction (like an I Survived Book or Hurricane by Terry Trueman) to talk about the things we already know about hurricanes that we have learned in science! Hope this answers your question!

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I also think this is really important. What re some ways that we can get students to show their different schema in content?

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Hey Sarah! II really enjoy seeing teachers take into account another student's culture and bringing it into the classroom to teach other students. I think this is a great way to find books that will include those students who may feel like their culture is keeping them from being included!

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Great idea to start with asking questions to activate that prior knowledge. That lays such an important foundation down for teacher to know what students already know and how to take the right steps on elaborating that topic!

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I agree that allowing students to give their input on what they want will help drive that passion for learning. They get to learn and then maybe teach someone else about something they are really passionate about.

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I also mentioned something similar to you. I believe that it is important to assess what students know to activate their schema as well as what they would like to know. Students should always try to expand on their knowledge and as educators, we should try our best to facilitate this. This seems like an effective way of activating and developing their schema on a particular topic.

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I agree that it is vital for students to understand that everyone thinks differently. It is also vital to emphasize that this affects how they think and work within the classroom. I believe that as educators, we should encourage our students to get to know their peers regarding both similarities and differences. This way, students can help each other out and support one another.

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I love the idea of starting with things that the students already know and having the teacher proctor the discussion so that it stays on tract.

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The way you talked about how schema provides concrete illustrations because some topics that we read about can be hard for students to comprehend, but having concrete illustrations will help.

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I would make sure that the students know that they can connect to reading anyway that they want.

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Emma I agree with you. I also think this is a great opportunity to discuss diversity in the learning environment as well.

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Annabelle I like the ideas you mentioned here. I wonder, what kind of mentor texts would you use for this? Are there any specific books you had in mind?

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Many of these strategies had a visual element or a way of explaining the concept that gave students a good mental image that accurately reflects the process being discussed. I think these are so important and helpful to give students tangible visuals and concrete illustrations of a relatively abstract concept because many students struggle when it comes to abstract concepts in school. Especially younger students or some students with special needs.

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This question makes me think more in the direction of building students' character and world view. This all plays into helping students see that the world is very diverse and it is important to learn to consider others with different backgrounds than yourself and to listen to and learn from those people.

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I think this is what the "activate prior knowledge" portion of our lesson plan is all about. We begin lessons and discussion by recalling what we have already talked about and connecting it to new content and skills. Additionally, while teaching I think lines of questioning such as how things could be applied, where have you seen this before, or can you think of something similar you have done in class in the past would be helpful for activating schema as well.

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I think giving students tools such as graphic organizers when teaching comprehension alone is very helpful. When addressing how to incorporate schema, you could add a box or a bulleted list place where students put their thoughts into words and make 3 connections between something read in their book and their life.

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I think making lesson plans and question very open ended as far as letting students give input on their different life experiences and connections is a way for them to all learn the same skills and then be able to apply it to their own life as well as share their personal experiences and background with their peers.

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Hey Emma I totally agree with how you would incorporate schema in the classroom. It s important to for students to learn to build comprehension skills and be able to connect prior and new knowledge.

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Hey Anna Rose I agree with what you said about how peers who learn differently can help one another when it comes to stuff some students may struggle with.

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These strategies help student develop a deeper understanding by developing the use of activating their prior knowledge. When you are reading a book about a certain topic to your class, it could be beneficial to watch a video on the topic or read a similar book about the topic. This will allow the students to activate their prior knowledge.

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I think it is important for other students to understand that others think differently than they do. It's important to hear what other people think because it could change their opinion on a concept or change their strategy on a math problem. This can also be used in connection with collaboration to help other students understand what other people think!

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During a "We Do" portion, I would definitely ask prompting questions that get the students' minds rolling. This would include questions like "How does this book relate to our previous book?" and "How does the event in this book relate to this event in our previous book?" This would activate their prior knowledge about a previous book.

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If I were to show schema to my class, I would use a mentor text to model using my schema. Taking something we have previously learned and incorporating it into my lesson throughout a text set. Modeling the strategy is really important; asking questions and answering them yourself can help students understand the use of schema when reading.

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In my placement, a couple of my mentor teachers have sent home forms with parents that ask what their culture is like so they can accurately express the culture to the class when the discussion arrives. I have also seen the teacher ask the student to create a presentation about their culture to show other students. (These were older students.) It was really nice to see older students explaining their own culture to their peers. It allows the teacher to find assignments, mentor texts, topics, and more that is connected to the students' different cultures.

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The strategies are used to help students become familiar with the content and be able to use prior knowledge and make new connections. For instance the picture walk allows for students to make their own personal connections and think about what might happen.

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It is important for students to understand that others have different perspectives and schema in order for them to learn the importance of collaboration and communication and know that they can learn things from each other and build off of one another.

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I would first ask them questions about what they already know and then move to questions that can build off of what they already know. Then I would ask them questions that help them figure out what they what/need to learn now.

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I would incorporate schema and work on building comprehension skills in my classroom by addressing and connecting prior knowledge. By doing this students can use their background knowledge and make new connections that further their comprehension skills.

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I think we can do this by first understanding all of our students backgrounds. When we understand their backgrounds, we can incorporate texts and readings that our students can make connections with. We can also make sure to provide various texts that include many different backgrounds and circumsrances.

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The article shows of different ways and strategies that a students can learn a topic. Strategies such as visuals and graphics help students develop their schema and link new knowledge to prior knowledge.

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I believe this is important because it allows students to understand that everyone thinks differently. When working bin groups, it is beneficial for students to think differently to be able to come up with different ideas and solutions.

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I would start by asking the students what they already know about the topic they should be writing about and what more they want to learn about the topic. This would activate their prior knowledge and open their minds to new knowledge.

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I would incorporate schema into my lesson plans by activating prior knowledge and thinking. It is beneficial to understand how a student has organized schemas in their mind. Then as the students learn we get to understand what their brain takes in

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Something I have seen in my placement was a teacher sending home a form asking what holidays the students celebrate. This was a great way to see the diverse community we live in while also allowing us to be able to address these topics in class. A lot of my students celebrated Diwali and when we found that out we were able to incorporate an activity into our week about Diwali so that the student felt included. This also allowed us to find books that these students connected too. It is important to understand the students backgrounds so that they can be represented through reading and in class activities.

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The article shows different ways to introduce a new topic to students through visuals, organizers and graphs. Creating visuals and graphs allow students to review prior knowledge and use as a resource to look back too. It can let students expands their knowledge and think about things in new ways.

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The strategies mentioned in the article help students develop schema by encouraging students to become familiar with a topic through a variety of ways such as reading a book on the topic or discussing the topic with someone else. This allows the students to learn about a topic or expand on their knowledge developing their schema.

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I believe that it is important for students to understand that everyone has different schema because they can use this to collaborate with each other. They can rely on the experiences of their peers to help them understand when necessary. Apart from this, it allows everyone to learn/realize that everyone is different.

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The questions that I would ask would revolve around their experience with the topic and the effects of that experience. I would then move on to ask students questions regarding what they want to learn or work on.

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One way that I would incorporate schema into my lessons plan is using it to assess students' background knowledge. This could then serve as a guide to see what the classroom needs in regards to content. Schema would then be used in the form of encouraging students to ask the question, "what do I want to learn". This would encourage them to expand on their knowledge to help them build on their comprehension on a particular topic/strategy.

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I would argue that one way to guide all students to make connections while reading is to introduce vocabulary before the reading or discussing concepts or experiences within the book as a class. This allows for all the students within the classroom to make connections despite the variety of differences outside of it. When students are reading different books, I would encourage them to attempt to read books about topics that are familiar them to encourage the use of connections.

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I would say it is important to allow students to learn from each other. Everyone thinks differently and some peers may help another struggling student understand a difficult topic.

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I would start by learning the background of my students and try to incorporate different heritages into my lessons. I would differentiate my learning instruction to fit the needs of each individual student and accomate for their learning preferences.

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I would start by asking them to tell me what they already know about the given subject. I would ask them specific questions to activate that prior knowledge and get enough information to create a visual diagram.

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I would use schema to activate prior knowledge, link new information to old information, and link different schemata to each other. Schema can also help students understand how things work and how to organize their ideas.

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I would incorporate this through think-alouds to model it for the students. -John Kulik

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I would ask questions about the subject of what the students should be writing about and then ask how this subject goes with something in their life. - John Kulik

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This is very important because this allows the students to realize that everyone brings a little something to the table and also students will not feel like they are missing out if they do not have the same schema as their peers. John Kulik

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The picture walk allows the students to see the pictures of the book before they start to read. This helps the students to start thinking about the subject. A way to activate their schema could be a KWL as a class based on the pictures so that the students could learn from each other's experiences. John Kulik