I agree that cues, questions, and organizers are techniques that call on prior knowledge. Gathering prior knowledge is an essential beginning to building new knowledge with students. Without knowing what the students already know about a topic, we won’t know where to begin. And, as teachers we should not assume that every student knows the same information. I love using KWL charts with students. I often let each student create their own KWL chart. Then, I can look at each chart and can individualize the lesson based on each student’s prior knowledge on the topic. Because the students in my room are on so many different levels, it’s a great tool to use. I also use lots of questioning in my classroom. I use lots of “right there” questions, but I also like to use higher level thinking questions to make my students apply what they have learned. It’s another great way to build their knowledge.

I agree with Nancy that if allowed, students can focus on random connections, and it becomes difficult to
get back to task. If the teacher makes a connection as an introduction to the lesson, connections can be better controlled and are kept valid. The teacher can begin with, “Do you remember when we….. (or how we)” and draw the students in with that.
As a learner, I find my self more interested in learning about something if I can relate to it — I’m sure our students feel the same. Perhaps it can be likened to ownership– you tend to take better care of something you own as opposed to something you have no relationship with. Perhaps students take more interest in learning new material if they can relate it to knowledge they already own. An introduction to a lesson that exposes how much knowledge students already “own” can be a valuable way to capture and keep a student’s interest.

This post is password protected. To view it please enter your password below:

Password:

This post is password protected. To view it please enter your password below:

Password:

This post is password protected. To view it please enter your password below:

Password:

Using cues and questions helps students and teachers understand what is already known by the students. It’s easier to build on new knowledge when we understand what is already known. For example, when doing the From Farm to Table unit, I asked my students “Where does our food come from?” My students’ answers ranged from the store, my house, cans, and milk cartons. I couldn’t start teaching about producers and consumers without knowing my students’ understanding of food production. We then talked about how, yes, we do see food in stores in cans and cartons. However, I asked the following questions- What grows on farms? (ie vegetables that are picked, then packaged in cans and bags), What comes from cows or chickens? (milk that is packaged in cartons and eggs that are packaged and taken to stores). We were also able to reference our knowledge of the farmer as community helper and our knowledge of farm animals to help us understand how food gets from the farm to the table.
I also thought it was interesting how the authors stated that higher level, analytical questions produce more learning. This seems to be “so IB” in that we not only want students to know the “what” but also the “why” or the “how.” Often times when we know why or how we have a better understanding of a topic. For example, if we know why certain plants like certain types of soil (ie blueberry plants like acidic soil) then we know what types of additives we can use to properly grow our crops (ie place your old coffee grounds around your blueberry bushes).
I know I am stuck on gardening. My overalls are ready for spring/summer planting.