Schema EDP 5216 Fall 2009 Florida State University By: Dimas Prasetyo, Kristanti Puspitasari, Travis Grant

Video Introduction To Schema Source: EDP 5216 Autumn 2009

Can you figure out what is being discussed? The girl sat looking at her piggy bank. "Old friend," she thought, "this hurts me." A tear rolled down her cheek. She hesitated, then picked up her tap shoe by the toe and raised her arm. Crash! Pieces of Piggo--that was its name--rained in all directions. She closed her eyes for a moment to block out the sight. Then she began to do what she had to do. EDP 5216 Autumn 2009

Do you know what the girl is talking about? Instructor will read a passage in the notes section of this slide. EDP 5216 Autumn 2009

Do you know what the girl is talking about? It is a piggy bank. With a well-developed schema for “piggy banks” this story should be quite clear. A listener would understand that traditional piggy banks were made out of fragile material and that they contained a small opening for inserting and saving coins. However, traditionally the only way to retrieve the money was by breaking the piggy bank. If someone did not have a schema for a traditional piggy bank then this sentence would probably not make sense. EDP 5216 Autumn 2009

Outline 1. Gain attention 2. Information learning objectives 3. Recall and activating prior knowledge (activate learner’s schema) 4. Explaining schema 5. Providing guidance on schema implementation 6. Practice 7. Feedback 8. Assessment Outline partially follows Gagne’s Nine Events

Learning Objectives: Schema Instructional goal: By the conclusion of this instruction students will be able to demonstrate in writing how schema applies to their day-to-day life and to design schema into future instruction. EDP 5216 Autumn 2009

Activating Prior Knowledge of Schema So we aren’t going to ask you what you already know about schema because then we wouldn’t have to do our presentation. EDP 5216 Autumn 2009

What is Schema? EDP 5216 Autumn 2009

What is Schema? Accessing or activating prior knowledge in order to support learning new knowledge. EDP 5216 Autumn 2009

Providing Guidance What helps activate a learner’s schema?  Titles  Videos and pictures  Abstracts, overviews, and outlines  A discussion of what the learners know of the topic prior to the actual instruction  Brainstorming session and mind mapping  What else? EDP 5216 Autumn 2009

Providing Guidance Caution for instructor: If the instructor continuously taps background knowledge for the student (and guides schema activities) then they will not transfer schema strategy use to their independent learning.  Students also need to learn to tap their own background knowledge independently. Solutions:  To teach the students about schema and its necessity in their own independent learning process.  Teach them to think about and mindmap what they know about a subject before delving into it. EDP 5216 Autumn 2009

Providing Guidance When creating your own instruction:  Schema Development  Select one topic you are going to teach for one unit of instruction. Determine the level of grade of your target audience.  Make a guess of what prior knowledge your students must already have based from your teaching experience.  How would you activate the prior knowledge your students already have?  How would you relate the prior knowledge to the knowledge you are going to teach? EDP 5216 Autumn 2009

Providing Guidance  Schema development (cont.)  Remember that there is the chance that learners may access inappropriate (or incorrect) schema. Sometimes students try to make the material fit the schema they initially selected regardless of the incoming material. Students sometimes hold on to an activated schema even when it no longer fits. Do not allow your instruction to be ambiguous. All instruction should be accompanied by clear, concise study guides. Encourage students to jot down ideas and thoughts as they learn. EDP 5216 Autumn 2009

Providing Guidance  Schema maintenance  Sometimes students select and activate the right schema but are unable to maintain in during the learning process.  Causes of poor schema maintenance often have to do with poorly designed instruction: The instruction is too lengthy. The instruction is too difficult. The instruction is poorly organized or confusing. Other partial instructional causes include lack of attention and motivation. It can also occur when one unit of instruction requires several different schema and the schema transitions are not made clear in the instruction. EDP 5216 Autumn 2009

Providing Guidance  Schema maintenance solutions  Imagery and visualization  Questioning oneself (students need to monitor and ask themselves (or be asked), “Does this make sense?” This strategy does not include the instructor asking comprehension questions.  Identifying structure  Study guides EDP 5216 Autumn 2009

Giving Practice EDP 5216 Autumn 2009

Feedback Question time:  Does anyone have any questions?  Answers will be discussed as a group. And how have you enjoyed the presentation so far? EDP 5216 Autumn 2009

Assessment Time Explain schema in your own words. Write down an example of how you use schema in your day-to-day existence?  Such as, while reading, while learning, while shopping. What solutions or strategies would you use to incorporate the concept of schema into the following instructional scenario?  Your will be teaching your students about EDP 5216 Autumn 2009

Something to Think About Source: EDP 5216 Autumn 2009