1. 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

2. Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide think-sheet.

3. 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

4. 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

5. 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

6. 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

7. Step 1: Note the title

8. Step 2: Note the one of the topics about which you will be studying

9. Step 3: Ask students to anticipate other related topics and list them on the matrix

11. Step 4: Once students have exhausted their list of topics, add the remaining topics you plan to teach

15. Step 5: Introduce the categories of information

18. Step 6: Model for students how to complete each information box

21. Do not know Step 7: Ask students to work in pairs to note in light pencil possible answers to each section

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. Step 10: Ask students to draw conclusions about each topic and note them on the matrix

35. This example is an adaptation of KWL

36. In what ways is KEW more cognitively “robust” than KWL?