- K-W-L CHART- Prior to the study of
new material, a discussion, a reading, or an upcoming
event, students are given opportunities to brainstorm
about what they already Know, and Want to know about
the topic. Later on they complete the L portion of the
chart by filling in everything they Learned.
| What I Know |
What I Want to know |
What I Learned |
|
|
|
- Carousel Brainstorming-
This type of activity can be used to activate,
summarize, review and reinforce new material
and material already studied. Large sheets
of newsprint paper are posted on the wall
at various points around the room. The teacher
writes a specific question on the sheet-
one that relates to new topics that will
be taught. Example: Compound Words (charts
would be headed with common halves of compound
words); Things you know about (various community
helpers, regions of the country or world);
Words made with common prefixes/suffixes
Student Directions:
- Students are divided into groups
of 4-6 and assigned to a sheet of newsprint
- Each group starts with a different
colored marker, standing in front of one of the pieces
of newsprint
- Choose a recorder
- Brainstorm responses to the posted
question/topic
- After a couple minutes and at the
signal, move one sheet to the right
- Brainstorm quickly and add to the
new sheet (2 minutes)
- At the signal move to the right and
repeat the process
- Continue until each group has brainstormed
responses to all of the questions
Optional last step: Each group
ends up at the chart where they began with a few minutes
to:
- look over and see what developed after they left it;
- group the ideas into categories, eliminating repeated ideas
Wordsplash - A wordsplash is
simply a collection of critical terms, which are familiar
to students, selected from a reading, a chapter in a textbook,
or an article, which students are preparing to read. The
uniqueness in this context is the way in which the terms
are associated with the new topic about to be studied.
The selected terms are displayed randomly and at angles
on a visual (overhead or chart). Students are asked to
brainstorm and generate complete statements (not just
words or phrases) which predict the relationship between
each term and the broader topic. Once statements are generated,
students turn to the printed material, read to check the
accuracy of their predictive statements, and revise where
needed.
Word Associations - Prior to
studying a new unit or concept, the teacher asks the students
to write down five words that occur to them when they think
of a specific event, period in history, important person,
etc. After writing down their ideas, students share their
responses and elaborate on their thinking relative to the
new concept or topic to be taught.
As educational psychologist David Ausubel
states, "The most important single factor influencing learning
is what the learner already knows. Ascertain this and teach
him accordingly." What is essential for teachers to do
prior to teaching any new concept is to simply ask the
question- What do you already know about? Providing these
kinds of opportunities for students helps them to place
new information into a larger context and to recognize
the big picture.
