https://padlet.com/maridenour/hxrdnpmzvaz7 en-us 2016-09-26 02:01:51 UTC 2025-10-01 11:41:35 UTC hello@padlet.com maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253142 "Previewing refers to any activity that initiates student thinking about the information students will encounter in class" (Magana & Marzano, 2014). Previewing is especially helpful for students who do not have any prior knowledge to the new topic; but even so, students will be able to determine related knowledge which will allow them to create links between new and previously acquired content. These strategies work well with this element:

• Preview Questions
• Skimming
• K-W-L strategy
• Advance Organizers
• Anticipation Guides
• Word Splash Activity

]]> 2016-09-26 02:04:12 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253142 maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253432 The idea is that teachers ask questions and shares some information to catch the attention of the class and determine any background knowledge they may have about the new content (Magana & Marzano, 2014). This strategy could be used with or without technology, depending on the tools and resources that are available to the teacher and students in the classroom. Technology tools that could be used are:

• SurveyMonkey
• Kahoot
• Other online polling technology

]]> 2016-09-26 02:09:06 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253432 maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253631 When skimming is implemented, the teacher walks students through the process of glancing at the headings, subheadings, and images to make inferences about the meaning of the text before actually reading it (Magana & Marzano, 2014). Technology tools that can be used with skimming include Prezi, Google Drive, IWB software, or any other presentation software. ]]> 2016-09-26 02:11:55 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253631 maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253873 K-W-L is Know, Want to Know, Learned. This is a strategy that is used before and after the new content has been taught. The students first brainstorms information that they already know; this information is recorded in the K column of the chart. Next, the students brainstorm information that they want to find out about the new topic that will be taught. This information is written in the W column of the chart. Finally, after the lesson has been taught, the students create a list of information that they have learned during the lesson; this information is written in the L column of the chart. This strategy, like many others can be used with or without technology. In order to utilize technology with this strategy, a teacher could put the chart on the interactive whiteboard and have the students use polling software (or something similar) to make suggestions. ]]> 2016-09-26 02:15:18 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126253873 maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126254262 Typically, a blank (hard-copy) graphic organizer is given to each student to fill out during the introduction of the new content. This strategy allows students to visualize the structure, organization, and flow of information, which then makes the content more digestible (Magana & Marzano, 2014). Now, to use technology in this strategy, there are several options. You can use an online presentation software like Prezi or Google Drive. The textbook suggests modifying and archiving the interactive visual elements of the presentation for students to retrieve at a later date. Embedded visual, textual or auditory elements will meet the needs of the different learning styles of your students. ]]> 2016-09-26 02:21:44 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126254262 maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126254757 The idea with an anticipation guide is that the teacher creates a series of statements and has the students respond to them; responses could be I agree or disagree or be more open-ended and more like a paragraph. After students have worked through their guide, the teacher leads the class in a whole-class discussion about their responses (Magana & Marzano, 2014). Technology that can be used with this strategy includes 

• Clickers with text input
• Mobile devices with polling software
• Random name generator to select a student to defend their answer on their guide. 

]]> 2016-09-26 02:28:07 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126254757 maridenour https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126255153 This activity requires the teacher to create a list of key words and/or phrases from the new topic or content, give the list to the students, and have them classify the terms/phrases into logical categories. After the students have had time to sort the words/phrases, the teacher leads a whole-class discussion about the strategies the students used to sort the words and phrases, how these words might be related to each other, and what the students might have already known about the new topic or content (Magana & Marzano, 2014). Wordle is an online tool that allows the user to create a word cloud that represents the frequency of words used in a single text or passage (Magana & Marzano, 2014). This visual prompt will stimulate class discussion about the new content. ]]> 2016-09-26 02:32:53 UTC https://padlet.com/maridenour/hxrdnpmzvaz7/wish/126255153