The learner's existing schema, which is defined here as an integrated structure of knowledge about a given topic, plays a critical role in new learning. Prior to or during learning, appropriate schemata should be activated in order to produce the best learning results. Instructional designers should systematically assess their target audience's pre-existing schemata and activate them in order to produce efficient and effective learning. Strategies available for this purpose include pre-treatment activities that engage learners in thinking about their existing schema prior to instruction and text enhancement to provide cues in learning material. Metaschemata, or students' knowledge about their own schemata, can be important; researchers have suggested that students learn how to evaluate their schemata and modify them as necessary. A list of 31 references is provided. Activating Student Schema Schema reflects how individuals perceive the world and the things around them. It implies that a person’s prior knowledge is essential in order for him or her to fully comprehend a concept. By connecting learning to a student's prior knowledge you are enabling students to call upon their own, unique pathway to acquire new information. According to Roe, Smith, and Burns (2008), “Schemata are a person's organized clusters of concepts related to objects, places, actions, or events. Listening learning since these activities provide the learners with chances to utilize their schemata, what they have already known before, to learn and build new knowledge or new schemata. From Mendelsohn's (1995, cited in. Mendelsohn and Rubin, 1995) view, pre-listening activities need ―to activate the students'. Learning during read-alouds: activating. Post over at Teach Mama called Learning During Read-Alouds: Activating Schema. How to activate schema and. ![]() Each schema represents a person’s knowledge about a particular concept and the interrelationships among the known pieces of information” (p. When students are confused by a concept, their learning and growth is hindered. ![]() We need to engage them as much as possible in order to assist their development. Activating student schema means putting things in context—and by doing so, you will encourage your students’ exploration of the material. Student engagement requires intellectual involvement with the content or active construction of understanding. When student schema is activated, students are more likely to become invested participants capable of broad, deep thinking. Ultimately, activating schema is a winning situation for students as it enables them to personalize the information as it is connected to real experiences. It’s a win-win situation for the student and the educator. Oct 06, 2012 After seeing the K-W-L activity (A brainstorm of what students know, what they want to know. Beyond the K-W-L: Activities that Activate Schema. There are four situations that are typically encountered when teaching a concept. Let’s use the example of beginning readers to illustrate each one. ![]() • A student has the concept, but needs the label. (The student knows what an elephant is, but he needs help decoding the word.) • A student has the label, but needs the concept. (The student has phonetically worked out and correctly said the word “interview,” but she doesn't know the meaning of the word.) • A student has the label attached to the wrong concept, and the misconception must be corrected. (A student knows that the word “spring” means something that is wound up to power his toys, but is confused when the story mentions the deer sipping from the spring.) • A student has neither the concept, nor the label. (The student does not know the word or its meaning, and will need help to define the concept and attach it to the label.) Understanding schema theory is helpful when selecting appropriate resources. If students do not have enough prior knowledge or schema for a particular story or subject, they will not be able to relate to the material. When students are able to relate to the learning, they are better able to explore content and mentally engage in rigorous, meaningful thought. Before introducing new material to your students, question them to find out what they know about the subject. Then help them build the necessary schema through discussion. Encourage them to initiate or adapt activities and projects that will enhance their understanding. Watch the video below entitled Word Study in Action: Activating Prior Knowledge. Reference Roe, B. D., Smith, S. H., & Burns, P. Teaching reading in today's elementary schools (10th ed.). Belmont, CA: Wadsworth Publishing.
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