The integration of knowledge into what’s already known is of great importance for the process of learning but it’s not necessarily something that the learner does subconsciously. There sure are children that can do it more successfully than others who need extra help from us on that field. What we definitely have to do is train them in using strategies to this end.
What I always do before I start a new lesson is a quick review of what we did last time or whatever might be relevant to what I’m about to say. I start a diagram on the board and the children are brainstorming for me to complete it. This way, everyone contributes and it’s not just me repeating myself. Even the weakest learner is able to remember something easy and gets a feeling of achievement with their contribution. THEY “force” themselves to remember something and connect it to our diagram. When we finish this process I “build” on the completed diagram using what’s new. This way they also visualize the connection I want them to make.
When we finish a unit I devote a lesson trying to make them connect all the relevant information which is usually found scattered throughout the unit , not taking it for granted that everyone’s already done this by themselves or that they remember me doing it every time we started a new lesson! This is extra repetition. Through class discussion and brainstorming we group all the relevant pieces of information and then play a game or have a quiz to see what “we” remember. Usually even the weakest pupils who were careful during this process do good.
Helping young learners connect prior knowledge to what they are about to learn is a very warm welcome to the new material they are going to be presented. For this reason I spend a few minutes at the beginning of the lesson on reviewing what "we" had learned in our previous lesson, so that my students feel more self confident and ready to move to the next step.
Visualization of past learning experiences is another strategy that my students like a lot, as they are given the chance to see past material shown or printed on pictures or flashcards that they are familiar with.
I don't usually use diagrams, but I ask my students to brainstorm , so that I write notes in boxes or circles, like Vienna circles in an effort to organise and group pieces of past knowledge. These strategies have proven to be very helpful for my learners, as they feel that the classroom environment is friendly and encouraging. In return, they do their best to recall and come up with the best answers possible. This certainly makes it easier for them to make connections and understand the new material better.
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Comments (3)
kleryskoura@yahoo.com said
at 7:03 pm on Feb 4, 2014
The integration of knowledge into what’s already known is of great importance for the process of learning but it’s not necessarily something that the learner does subconsciously. There sure are children that can do it more successfully than others who need extra help from us on that field. What we definitely have to do is train them in using strategies to this end.
What I always do before I start a new lesson is a quick review of what we did last time or whatever might be relevant to what I’m about to say. I start a diagram on the board and the children are brainstorming for me to complete it. This way, everyone contributes and it’s not just me repeating myself. Even the weakest learner is able to remember something easy and gets a feeling of achievement with their contribution. THEY “force” themselves to remember something and connect it to our diagram. When we finish this process I “build” on the completed diagram using what’s new. This way they also visualize the connection I want them to make.
When we finish a unit I devote a lesson trying to make them connect all the relevant information which is usually found scattered throughout the unit , not taking it for granted that everyone’s already done this by themselves or that they remember me doing it every time we started a new lesson! This is extra repetition. Through class discussion and brainstorming we group all the relevant pieces of information and then play a game or have a quiz to see what “we” remember. Usually even the weakest pupils who were careful during this process do good.
Julie Gyftoula said
at 9:12 pm on Feb 4, 2014
Klery, please post your comment again in the front page of Module 2.Just copy and paste it there.Thank you!
Sou21Elen@yahoo.gr said
at 1:09 am on Oct 27, 2014
Helping young learners connect prior knowledge to what they are about to learn is a very warm welcome to the new material they are going to be presented. For this reason I spend a few minutes at the beginning of the lesson on reviewing what "we" had learned in our previous lesson, so that my students feel more self confident and ready to move to the next step.
Visualization of past learning experiences is another strategy that my students like a lot, as they are given the chance to see past material shown or printed on pictures or flashcards that they are familiar with.
I don't usually use diagrams, but I ask my students to brainstorm , so that I write notes in boxes or circles, like Vienna circles in an effort to organise and group pieces of past knowledge. These strategies have proven to be very helpful for my learners, as they feel that the classroom environment is friendly and encouraging. In return, they do their best to recall and come up with the best answers possible. This certainly makes it easier for them to make connections and understand the new material better.
You don't have permission to comment on this page.