I.

Activating prior Knowledge: Strategies

1. Anticipation Guide

The teacher writes a number of statements to elicit a response to a topic. Students write
an initial response to the topic and then discuss responding in small groups or in class.
Students then listen to a lecture, watch a film, have a debate, or complete a reading.
Afterwards, students write a response indicating why their opinions changed or were
strengthened.

2. Clustering ( Word Webbing, Word Splash)

Clustering helps students to survey subjects and to see the connections between
various associations. Students

 Write a “nucleus word” or draw a central image in the center of the sheet.
 Record all the words and/or sketch all the images
 Circle each word as it is paced on the page and draw a line to the item to
which it most closely relates.
 Examine the cluster for closely related words or images that could form the
topic for a unit, or allow for discussion of a concept.

3. KWL ( Know-Want to Know-Learned)

Using the KWL strategy and a three column chart, students identify what they already
know, what they want to know, what they have learned in the lesson or unit. Concept
maps may be used to organize information within the columns, providing a summary
and review of information.

4. LINK (List- Inquire-Note-Know)

The teacher puts a concept or a question on the board or overhead. Students write
down their thoughts and ideas. In class discussion that follows, students ask questions
of each other while the teacher notes responses. Information is concealed and the
students write down what they remember. Students then note what they have learned
and what they need to know or learn.

5. Bus Stop

Charts are posted around the room; each has a different question/word on it. Students
are divided into groups based on the number of charts that there are. There is a group
of students at each chart. Students brainstorm all the ideas they have on to the sheet.

EDUC 423 Fall 2018 Dareen Nasr

 When the teacher says move they move to the next bus stop in the same direction.
They read what other have written if they agree they put a tick next to what has
already been written then add their own ideas. They cannot write what has already
been written. This is done till the students get back to their original paper.

6. Listen-Draw-Pair-Share

Students draw and label a diagram illustrating what they know about a topic. They
share and compare their drawing with another student (partner) then with the class.
The teacher presents new information, such as assigned reading, a lecture or a film,
and students alter, adapt or redo their drawings. Students share their “before” and
“after” drawings, discussing changes and differences.

7. Picture Puzzle

The teacher finds a picture (photograph, drawing, diagram) in which the subject is not
obvious or is unfamiliar to students. Students discuss what the picture could possibly
represent.

8. Concept Map

Concepts are tools of organizing and representing knowledge. They illustrate

concepts and relationships between them. These links are indicated by words that
specify the relationship between two or more concepts.

Concepts maps provide a process for students to build their understanding by

progressively adding information and increasing the complexity of the links. They
can be used for formative and summative assessment.

9. Frayer Model

Definition: Characteristic

Word
Examples: Non-examples:

EDUC 423 Fall 2018 Dareen Nasr

 II. Reflective Tools

1. Learning logs ( personal, group, class)

Students keep a journal of what they learned throughout the unit or in a subject
area. It can cover skills concepts, knowledge and attitude and can also be used to
reflect on what they still like to learn, work on.
2. Exit Slips

At the end of the day, students fill in an exit slip. The content can vary but can
include sentence starters such as:

Today I was surprised by….

I learned….
I feel….
I still want to know…..
3,2,1

Three things I learned were…

Two things that challenged me were…

One thing I still want to know is…

3. Map your learning

Students map their learning on a graph in terms of how much they learned today and
indicate what it is they learnt and how powerful that learning was. They can have
another graph going alongside this in a different color to indicate how hard they
worked in emphasis on areas of achievement and areas to improve on.

4. Connect/Extend/ Challenge

A routine for connecting new ideas to prior knowledge.

How the ideas and the information presented are CONNECTED to what you already
knew?
What new ideas did you get that EXTENDED or pushed your thinking in new
directions?
What is still CHALLENGING or confusing for you to get your mind around?
What questions, wonderings or puzzles do you now have?

EDUC 423 Fall 2018 Dareen Nasr

EDUC 423 Fall 2018 Dareen Nasr