1. Relating New Skills to Prior Experiences
It’s easy! I think I
Learned that last year…
Blah, blah,
blah
Herrell Chapter 17

2. Piaget (1979)
We build new knowledge on schema or
concepts that we have established in our brain, and
adapt new ideas based on our past experiences.
Schema of a House
Area
Made of
Color
Size
Trees
Before starting a lesson, prior knowledge should be activated
Because: a) some kids do have not dealt with topics
b) we want to know what kinds of experiences they had

3. Building Prior Knowledge - Step by Step
Identify strategy that matches the focus of the lesson (to assess for understanding)
Individual K (what they think they know) W (writing the questions about K) L (what they must learn to be up to date)
Response cards
Use the information gathered to determine the range of experiences in the class and build common understanding
Plan lesson introducing information and sequence the information to maximize connections
Assess the students’ understanding of what is being taught
Plan reteaching

4. Connecting Activities and Sequence Building
Activity
What it Does
Background/concept activity
Build background, introduce new concepts, have students actively learn
Review/learn/check/
Understanding/repeat
Sequence learning
Learning cycle
Same as above, adding, modeling, checking for understanding and practice
Double entry journal
Gives students the opportunity to reflect on the material

5. Reteaching Formats Individual = tutorial Small group = learning center
Small group or individual = teacher led guided practice
Small group = reciprocal learning
Forming groups and and numbering the members
Reading – each member reads the material
Summarizing
Questioning
Clarifying
Problem solving
Predicting
Process is repeated with # 2 as leader
Class,
Develop an
schema of a
concept.
Choose
subject area
and concept.