First we must remember to "prime" our students for success. We need to make learning accessible, focused, connected and relevant, and it needs to create an excited energy for what they will begin learning. When building their background knowledge we must remember that learning does not exist in a vacuum, and must therefore be constantly activating their memory and connecting their previous knowledge as we read. This also includes teaching them how to do this as they read. As we are activating their prior knowledge it's also important to document what that is. Using KWL charts and anticipation guides at the beginning and end of a unit are two great ways to do this. Finally once we understand where they are and where they've come from, we must fill in the gaps. Some simple ways of filling int he gaps are simple videos, virtual field trips, language dives, and explicit teaching of key vocabulary. IF we do these things, we can meet students where they are and take them to where we want them to be. The area that I'm interested in learning more about is the cultural bags. I feel like this would be a really great beginning of the year activity that could be built upon as the year progressed. I'm curious how it's actually executed and how I could use this in my math class. https://www.powtoon.com/s/fQ1wwQUH1cv/1/m/s The goal when designing learning for impact is to structure a course that is a creative mix that investigates established knowledge while engaging in a process of establishing knowledge… a structure that is simultaneously constraining and enabling – imposing rules that delimit possibilities and that allow choice at the same time.” These constraints are necessary to guide a learner from what they already know toward higher domain specific knowledge in as efficient and engaging a manner as possible. Please give an example of how you have attempted to connect your learners current knowledge with the new knowledge and learning that you are sharing.
Building on students' previous knowledge in my math class has been pretty successful with a simple protocol: 1. Give a pre-unit skill checkin and determine who does not have the necessary skills for the upcoming unit. Then work with them in groups after school, at lunch, or before school 2. When starting a skill lesson, I share a warm-up that has them practice their previous skill set and helps them remember what they know. 3. I share with them the upcoming type of problems and have students discuss how their previous skill might help them solve this current type of problem. 3. We share connections and connect previous learning with current learning. 4. Students who do not make connections get to see the connections other students share and if no students make the connections I explicitly show them the connection. 5. I then continue to work with students who do not have the necessary skills. 6. I also then explain how this new skill will connect with the next step or standard in math.
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