Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide think-sheet. The following are examples from the Makes Sense Strategies illustrate techniques for activating knowledge and creating anticipation for learning
Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide think-sheet.
Coded Brainstorm Guide Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide At the beginning of the lesson … Step 2: Students work in teams of 4 to form their “best guess” about details related to each topic
Coded Brainstorm Guide Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide At the beginning of the lesson … Step 2: Students work in teams of 4 to form their “best guess” about details related to each topic Step 3: Students then code their guesses. !! = Very confident this is correct ! = Pretty confident ? = Just a guess ?? = Wild guess !! ! ?? ? that
Coded Brainstorm Guide Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide At the beginning of the lesson … Step 2: Students work in teams of 4 to form their “best guess” about details related to each topic Step 3: Students then code their guesses. !! ! ?? ? Step 4: Teach lesson At the end of the lesson … Step 5: Reflect & Review by having students revisit their Brainstorm Guide & change their codes !! Columbus wanted to spread Catholic religion for Queen Isabella that
Induction matrix The next example illustrates use of an induction matrix for activating knowledge and creating anticipation for learning at the beginning of a unit about heart disease
Step 1: Note the title
Step 2: Note the one of the topics about which you will be studying
Step 3: Ask students to anticipate other related topics and list them on the matrix
Step 4: Once students have exhausted their list of topics, add the remaining topics you plan to teach
Step 5: Introduce the categories of information
Step 6: Model for students how to complete each information box
Do not know Step 7: Ask students to work in pairs to note in light pencil possible answers to each section
Do not know If you are in shape, you don’t breath as hard Step 7: Ask students to work in pairs to note in light pencil possible answers to each section
Do not know If you are in shape, you don’t breath as hard Do not know If you are in shape, you don’t breath as hard Step 7: Ask students to work in pairs to note in light pencil possible answers to each section
Do not know If you are in shape, you don’t breath as hard Step 7: Ask students to work in pairs to note in light pencil possible answers to each section
Do not know If you are in shape, you don’t breath as hard Step 7: Ask students to work in pairs to note in light pencil possible answers to each section
Step 8: Teach the lesson, and have students correct their matrix to reflect new information as needed During the lesson, the induction matrix now serves as a structured guide
Step 9: Add the “Conclusions” or “So what?”dimension After the lesson has been completed, you can now use the induction matrix as a “Reflective Review” tool
Step 10: Ask students to draw conclusions about each topic and note them on the matrix
This example is an adaptation of KWL
In what ways is KEW more cognitively “robust” than KWL?