Page 65 - PET 101 EBOOK
P. 65

ACTIVITIES TO ENHANCE PRIOR KNOWLEDGE














                                                                 Know-Wonder-Learn




                                                                 Charts


                 Make K-W-L Charts


            Pass out the accompanying handout to students. Alternatively, you can distribute a blank sheet of paper and

            ask students to create their own chart.

                 Complete Column 1


            Have students respond to the first prompt in column 1: What do you Know about this topic? Students can do

            this  individually  or  in  small  groups.  Often,  teachers  create  a  master  list  of  all  students’  responses.  One

            question that frequently emerges for teachers is how to address misconceptions students share. Sometimes it

            is appropriate to correct false information at this point in the process. Other times, you might want to leave


            the misconceptions so that students can correct them on their own as they learn new material.

                 Complete Column 2

            Have  students  respond  to  the  prompt  in  column  2:  What  do  you  Want  to  know  about  this  topic?  Some

            students  may  not  know  where  to  begin  if  they  don't  have  much  background  knowledge  on  the  topic.


            Therefore,  it  can  be  helpful  to  put  the  six  questions  of  journalism  on  the  board  as  prompts  (Who?  What?

            Where? When? Why? How?). We suggest that students’ responses and questions be used to direct the course of

            study. As students share what they want to learn, this step provides an opportunity for teachers to present


            what they hope students will learn in the unit.

                 Complete Column 3 and Review Columns 1 and 2

            Throughout the unit, students can review their K-W-L charts by adding to column 3: What did you Learn? Some


            teachers have students add to their charts at the end of each lesson, while others have students add to their

            charts at the end of the week or the end of the unit. As students record what they have learned, they can

            review the questions in column 2, checking off any questions that they can now answer. They can also add


            new questions. Students should also review Column 1 so they can identify any misconceptions they may have

            held before beginning the unit.






















                                                                       Brainstorming








                  1 )         T e a c h e r   p r o v i d e s   a   b a s i c   i n t r o d u c t i o n   t o   o r   r e v i e w   o f   t h e   t e x t   o r   t o p i c .
                  Prepare a template organized with the 26 letters of the alphabet and for the first time usage, display a

                  model of a completed template about a different topic.






                  2 )         T e a c h e r   d i s t r i b u t e s   t e m p l a t e ,   a n d   s t u d e n t s   w r i t e   t h e   n a m e   o f   t h e   t o p i c ,   o r   t h e   t i t l e   o f   t h e   b o o k ,   a t



                  t h e   t o p   o f   t h e   t e m p l a t e .

                  You can model this on a sample template to help guide students.




                  3 )         W o r k i n g   a l o n e   o r   i n   s m a l l   g r o u p s ,   s t u d e n t s   t h i n k   o f   a t   l e a s t   o n e   w o r d ,   s e n t e n c e ,   o r   i d e a   r e l a t e d   t o



                  t h e   t e x t   o r   t o p i c   t h a t   b e g i n s   w i t h   e a c h   l e t t e r   o f   t h e   a l p h a b e t .   T h e y   w r i t e   t h e m   o n   t h e   t e m p l a t e .

                  Encourage students to try to think of at least one idea for each letter, and to think of more than one for a

                  letter if they are able to.




                  4 )         S t u d e n t s   g e t   t o g e t h e r   i n   a   l a r g e r   g r o u p ,   a n d   s h a r e   w h a t   t h e y   b r a i n s t o r m e d   f o r   e a c h   l e t t e r .   S t u d e n t s



                  c o m p a r e   a n d   c o n t r a s t   t h e i r   i d e a s .
                  This stage can be completed as a whole class or in small groups.





                  5 )         A l o n e   o r   i n   g r o u p s ,   i n   c o n v e r s a t i o n   o r   i n   w r i t i n g ,   s t u d e n t s   r e f l e c t   o n   t h e i r   l e a r n i n g   p r o c e s s .
                  Students respond to questions including:How is brainstorming different from other types of thought?  How can it

                  help you to learn a topic or text?How does the structure of this activity help you to come up with ideas you might

                  not otherwise think of?How might you use this activity independently?In what other context might this activity be
                  useful?
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