1 / 15

Engaging & Supporting Diverse Learners: Moving from Theory to Practice

Engaging & Supporting Diverse Learners: Moving from Theory to Practice. Dr. Bruce Taylor Director, The Center for Adolescent Literacies September 26, 2011. Our Agenda for Tonight. A quick review of two important concepts for teaching and learning Metacognition Prior knowledge

noah
Download Presentation

Engaging & Supporting Diverse Learners: Moving from Theory to Practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Engaging & Supporting Diverse Learners:Moving from Theory to Practice Dr. Bruce Taylor Director, The Center for Adolescent Literacies September 26, 2011

  2. Our Agenda for Tonight • A quick review of two important concepts for teaching and learning • Metacognition • Prior knowledge • Teaching & learning tools that

  3. Two Important Concepts • Metacognition. “Knowing about knowing” or knowing what to do when you encounter a challenge in learning. • Prior Knowledge. Comes out of Schema Theory and points to the importance of tapping into what we already know in learning new ideas.

  4. Metacognition • Definition: “thinking about one's own mental processes” • All learners have metacognitive processes but some more than others • The good news is that metacognition can be taught using instructional strategies (cognitive strategies)

  5. Metacognition in Practice Challenges we encounter What we do • Come across a new word when we read • “Don’t get it” or don’t understand after reading • Find reading difficult and disfluent (choppy, uneven, slow)

  6. Schema Theory & Prior Knowledge • Schema theory states that organized knowledge is an elaborate network of abstract mental structures (networks of schemata). • That is, the brain organizes information into structures (think webs or mind maps). • New information is “plugged into” existing structures (prior knowledge).

  7. Schema Network (example)

  8. Think of it this way… • It’s like a rolodex card with a topic (engines, for example). On our card we have what we already know, our prior knowledge. The more we know the more connections we can make as we add new concepts (hybrid or diesel engines, for example). • This sometimes gets called “The Matthew Effect”—the rich get richer and the poor get poorer (educationally speaking).

  9. Let’s try reading

  10. Once in a land of Serenity there ruled a king called Kay Oss. The king wanted to be liked by all his people. So onxdzy, thx friedzlurulexdxcdxd that no onx in thy country would be responsiblx for anything. Zl, all thx worderxrrxstxd from thxirdzilylxbors. "BlxssKxy Oss," they xxclaimed. Now thx law makezrsdxcvdxdthzt thx bxst form of govxrnmxntwzsnonxztzll. Aztvmxwxnt on, things zllapzrt. Zee moreallzethzxxstoy is, "sometimzz u muztgivvpeepulwhuttzxy need, knot whuttzrywxnt."

  11. Putting These Into Practice A model unit on natural disasters (science): • KWL • Anticipation Guide • Say Something • Found Poetry • Vocabulary Self-Awareness Chart

  12. KWL

  13. Questions???

More Related