Module 2 Building Background

4/25/2022

During this Virtual Professional Learning Experience, you will explore how to effectively and efficiently:

Activate prior knowledge
Leverage funds of knowledge
Build background
Elevate key academic vocabulary

all while remembering what you have learned from KYS, Comprehensible Input, and Collaboration.

Food for thought: Think about how you are making input comprehensible to your students. What steps are you taking differently now that you have viewed Module 1?

Food for thought: Reflect on how you currently gauge prior knowledge, assess funds of knowledge, build background, teach key academic vocabulary.

Food for thought: Consider how you are redefining your understanding of prior knowledge.

Food for thought: Think about how you can use, or extend your use of, anticipation guides.

Food for thought: Reflect on how you can use, or extend your use of, advance organizers.

Food for thought: Consider how you are redefining your understanding of funds of knowledge.

Food for thought: How can you assess and leverage your students' funds of knowledge to strengthen their understanding of new topics? How you can make those links so that they learn more efficiently and effectively?

Food for thought: Reflect on the diversity of ways that you build background.

Food for thought: What would your students' "In Their Own Words" look like?

Food for thought: How are you engaging your students in understanding (and using with fidelity) their new vocabulary that comes with the conceptual access of what they are learning? How can you leverage the real estate in your room and in your Google Classroom to provide your students with authentic and equitable access to vocabulary.

Now it's your turn!

Please click on the Comment link below and share specific examples of how you activate prior knowledge, leverage funds of knowledge, build background, and/or elevate key academic vocabulary in order to provide ALL of your students with equitable and authentic learning opportunities.

72 Comments

Robert Chernow

5/2/2022 03:26:00 pm

Concept definition map is useful and can be restructured or reorganized to best suit the students or classroom setting.

richard meskowitz

5/2/2022 04:08:33 pm

I use and find the following to be beneficial
1) KWLs
2) A variety of Formative assessments
3) Anticipatory guides
4) Assortment of graphic organizers
5) Participate in conversations with small groups
6) As a science teacher it is easy to bring in culture-like with the cell unit we studied Dutch/English/French and German scientists
7) I like to utilize picture linkage-ex. students will illustrate their understanding of a concept

Kristin Poff

5/3/2022 10:27:54 am

I use anticipation guides to start novels and units; a variety of graphic organizers especially for writing; small and individual conferences; images to help provide a picture for students

Bree Valvano

5/3/2022 11:48:14 am

There are a number of different techniques discussed in the module that I use often in the classroom. The idea of building backgound knowledge before reading a new novel is used often. The example of the anticipation guide, like the example used for Hamlet, is something I use to build interest when starting a unit. It's one way that students can identify relevant issues in works that were written in the past. I also found the video on academic vocabulary important. When students walk into new classes, such as sicence or technology, they often need to build their academic vocabulary. This is most likely the way ELLs feel at times in their classes. The ideas of building background knowledge, using images, and using graphic organizers are all important tools to help all students.

Robert Redmon

5/3/2022 12:05:36 pm

I like to use the alphabet brainstorming technique it is a very quick and engaging activity that allows my students to activate their prior knowledge depending upon the complexity of the topic we will eb discussing/covering in class. I ask my students to think about everything they think they know about a particular topic. I make sure that I select a broad topic for the prompt. Students are given a grid with a cell for each letter of the alphabet.

Students work independently for the first 5 - 7 minutes to come up with a many initial ideas related to the prompt. Then we get into small groups and compare grids, explain, or define their terms or thinking. terms. If time permits groups their associations or groups can pass the grids around the class or share the documents for all to see.

For instance, if we are covering glider design, I might start with the broad topic of Flying and then ask the students to complete the grid. As the instructor I know the key concepts that are crucial to understanding the principles of flight as it relates to design. While my students might have some idea about the concept of flight it may a have been sometime since they really thought about it and this is a great way to draw on their prior knowledge and get ready to cover the concept in class

Jessica Dingman

5/3/2022 01:04:20 pm

This module included a lot of the same activities I have used to build background knowledge. I have used anticipation guides before each of the units of study in our 8th science class so students can make predictions and I can assess some ommon misconceptions to ensure those are highlighted during the unit. For academic vocabulary we are currently using a great platfrom called Flocabulary where students are able to work through a set of academic vocabulary in a variety of activities: definitions, watching a unique music paired video, creating their own rap lyrics using the vocab, quiz games, etc. Students connect with the music aspect of the platform and so engagement is way up. I would also pair this with a living word wall including pictures, definitions, and real items if possible. We also have a living graphic organizer for our big ideas that we use in science to constantly reflect on each unit to see what knowledge we have gained and how it sorts into our over-arching ideas.

Matthew Horner

5/3/2022 02:44:46 pm

I let student comments guide lessons and then shape my delivery around that. For example, we create programs in my class to emulate games/objects that students are already familiar with. They tell me what they know about those things, and we then translate them into lines of code.

Glenn Douglas

5/3/2022 02:50:45 pm

Students work independently for the first 5 - 7 minutes to come up with there career finances the bring the suggest salaries from those career. Then we get into small groups and compare rates explain, or define their constraints. We then as groups are constructing working financial impact of different interest rates and loan lengths. If time permits groups their associations or groups can pass the financial equations around the class or share the thoughts on their individual finiancial goals.

Benji Eaton

5/3/2022 03:36:07 pm

I introduce exponential growth and decay to the students. I then ask them to come up with different aspects of their lives or things they have seen that relate to exponential growth or decay. I then use these examples to show the students there are limitations on how long this information can be applied (ie a time period for exponential growth/decay or how long it suits the situation). This gives the students a chance to connect to the material and take ownership in the learning.

Sandra Kessell

5/4/2022 07:50:16 am

I use many of the techniques presented in this module: anticipation guides, transfer goals, Students build their vocabulary as they read by keeping a journal of words that they look up and must use those words in context in other journal entries.

Kristen Russo

5/4/2022 08:09:37 am

Many of the techniques discussed within the modules are actively implemented in my classroom. Background knowledge or pre-existing knowledge is another factor that influences the learning process and is the amount of knowledge already known previously about the topic. By activating the background knowledge, I am not only making the information easier to learn but making the information meaningful, sparking an interest in the topic, and increasing my EL student’s motivation. my aim in building background knowledge is to develop a connection between what my students already know and what they will be learning. Reinforcing my EL students learning can take form in graphic organizers and models and outlines. Models and outlines offer support and confidence for students to tackle an assignment. Graphic organizers which is my personal favorite, explain topics with multiple elements. It helps keep students notes organized and assists them in making those critical connections using images.

Sanford Feld

5/4/2022 08:37:13 am

In woodworking it's very important for me to know the students prior knowledge of tools and machines. Having meaningful dialogue and pretesting before formally introducing something I've found helpful for both the students and myself so I can gauge the classes knowledge.

B Hoesly

5/4/2022 01:55:12 pm

I do several things in class to help students in this capacity, including:
1. Journals to open class (sets up a lesson or reviews from previous lessons.
2. Provide complete study guides in multiple languages prior to the beginning of a unit.
3. Create online, interactive flash cards for students to review vocab. on their own time.

Stephanie Jennis

5/4/2022 01:56:59 pm

I activate prior knowledge by utilizing KWL charts to figure out what students already know about a particular topic and then I use this to craft my lesson. This helps me to determine where I can meet them in their Zones of Proximal Development. Additionally, I also have them use their own experience to first talk about how they might have experience with this topic and then how they can apply it to what we read.

Victoria Testa

5/4/2022 02:24:59 pm

I utilize a variety of strategies to activate prior knowledge in my classes: anticipation guides, journal prompts, KWL charts, making connections with prior learned information, etc.

To assist with building vocabulary, I make sure to include direct instruction for new terms/techniques and continuously use that academic language during class. I create and display visuals of the terms around the room and consistently remind students to utilize that language in their own work and conversations as well.

Angeline Stierch

5/4/2022 03:11:08 pm

To activate prior knowledge, I like to use anticipation guides, KWL charts, graphic organizers, journaling. I also offer the material in different modalities for access points for all students.

5/5/2022 08:25:20 am

I introduce the vocabulary at the beginning of the unit. I review the vocab I will be using before each lesson and ask students to to come up with their own examples. Sometimes we draw the examples. Some students have a hard time relating to the vocab so I try to relate it to a specific interest that they have, trucks, video games or animals, etc.

Alicia Gomez

5/5/2022 09:30:18 am

To activate prior knowledge in lab activities, I have students brainstorm relevant concepts, formulas, and interpretations of graphs before students create procedures to outline data collection. Sometime this is done in small group discussions or we whiteboard together at the beginning of class.

Stacy Wess

5/5/2022 02:29:19 pm

In the art room I really try to use a mix of many things to help students engage prior knowledge and build background. When I teach each unit I use realia, visuals, live demonstrations, video clip tutorials or inspirations, as well as vocabulary builders. Since art is hands on and project based students have many ways to learn and show their understanding.

Diana May

5/11/2022 10:11:05 pm

As another teacher of a performance-based area, I sometimes find that students can DO what is asked of them without really understanding the concepts behind the task. For example, some music students imitate what they hear others doing but then can't explain the style, dynamics, etc. or apply those concepts to other scenarios. This just highlights the importance of, as you said, providing multiple ways for students to demonstrate understanding.

Joe Monks

5/5/2022 07:52:47 pm

I've had success in introducing a new geometry term by drawing a diagram on the board and asking students to describe it. As the discussion evolves, I will tweak the drawing or ask for more details until we get an accurate definition.

Megan Thompson

5/6/2022 04:30:32 pm

There are many things I do within my classroom in order to activate prior knowledge, leverage funds of knowledge, build background, and elevate key academic vocabulary. For example, in order to activate prior knowledge, before engaging in a new unit, students have the opportunity to turn and talk with a classmate to discuss what they already know about the topic and then share it with the class through a KWL chat. Also, one example of how I leverage funds of knowledge is by building connections with each child and linking their likes/culture to our curriculum topics. In addition, in the beginning of the year I also have the parents write a letter to me about their child which I utilize to plan engaging activities. Next, in order to build background, I utilize visuals, videos, hands on experiences, and I pre-introduce key concept words prior to a lesson. Lastly, in order to leverage academic vocabulary, my classroom incorporates key words with correlating visuals around the room. Also, we chorally repeat key vocabulary terms, I incorporate sentence stems with the key vocabulary, so students have the opportunity to use them in context, and we practice the words with physical responses. These key elements allow me to provide all my students with equitable and authentic learning opportunities.

Chelsea Card

5/9/2022 01:14:17 pm

Before starting a new unit, I like to review new and familiar vocabulary words that I will review with my students. For my students I also like adding pictures to accompany the word to help with remembering with a visual.

Kelli Young

5/9/2022 01:36:00 pm

To activate prior knowledge, I have students brainstorm relevant ideas, vocabulary etc..through the use of small group and/or whole class discussions. Additionally, I use KWL, organizers, journaling to assist with moving forward.

Andrew Palmer

5/9/2022 03:33:38 pm

In the past, I have created a less-organized WordWall of student responses, which I may shift into a more structured KWL Chart to better separate their background knowledge from interests and questions, which can help me design lessons around those questions...especially in my Astronomy elective that lasts only a semester - any time saved transitioning between Units is beneficial!
This is also a great way to introduce new vocabulary each Unit: "Where have you heard this word? What does it mean to you? What does it mean to you in the context of this course?"

Kelly Reid

5/9/2022 04:51:44 pm

When it comes to helping students and activating prior knowledge, leveraging funds of knowledge, building background, elevating key academic vocabulary, there are many things that I use in my classroom. One important thing to do is to build relationships with students. Talking with them and learning about their backgrounds and home life helps to build trust in the classroom. To activate prior knowledge, students share with their partners as a pair/share what they know about a topic and then share with the class. This gives students the chance to think and process an answer before sharing with the entire class. I also try to hook them in with a topic being taught. This can be done with a picture, and it also helps with creating visual connections for students. They may have seen the visual but not understood its importance so with the visual and discussion, students understand the concept better. An anticipation guide can be used for students to focus during a unit. For our weather unit, we used an anticipation guide that we came back to at the end of the unit to see their understanding and growth of the topics covered. We have used a graphic organizer for heat transfer terms for students to see connections between definitions and examples with the challenging vocabulary.

Nicole Calabro

5/9/2022 07:09:26 pm

I use many of the techniques presented in this module: skimming, vocabulary webs, online graphic organizers with BrainPOP lessons. Students are able to show their understanding on the tasks at hand by completing either a graphic organizer or follow up worksheet based upon the video. I like the vocabulary web strategy where the word is in the center, then their own definition, a dictionary definition, and either a synonym or antonym will help them learn new words and build their vocabulary.

Rich Sackerman

5/10/2022 09:45:37 am

I find that anticipation guides and KWL work exceptionally well with the MS learners. Combining with brainstorming relevant ideas is helpful, too.

Danielle O'Rourke

5/10/2022 10:35:40 am

Students can share prior knowledge with a partner or small group, preview vocabulary, and help make connections to other topics they have experience with.

Jennifer Piascik

5/10/2022 02:18:43 pm

There are different ways to activate prior knowledge. In Math, we have daily Do Nows, frequent discussions and examples that show ways concepts are related to previous concepts, and activities that enhance prior knowledge. Leverage funds of knowledge and build background occurs in real-world word problems that students solve. Finally, key vocabulary is elevated through word walls and vocabulary is always introduced/highlighted at the beginning of each lesson with examples.

Simone Siegel

5/10/2022 02:27:00 pm

We use these resources in our classroom to activate prior knowledge, leverage funds of knowledge, build background, and elevate key academic vocabulary:
-graphic organizers
-sentence starters
-pre-teaching vocabulary
-manipulatives

Noelle Cocca

5/10/2022 02:42:34 pm

In ELA and Social Studies, there are many ways to activate prior knowledge. These include utilizing graphic organizers, small group discussions, images on introduction powerpoints (like on vocabulary introductions to make word connections), videos that will hook and interest them in the topic, Flocabulary to introduce a topic which uses videos and games, and quick do nows.

Jillian Picciuto

5/10/2022 02:44:42 pm

Activating prior knowledge is an extremely important practice in teaching. As an educator, it is important to remember that every child comes with different experiences. That means, that every child has a different level of prior knowledge based on the experiences that they have had the opportunity of having. To activate prior knowledge a good strategy to use is doing a KWL before starting a new unit. That can help to show what students already know and what you do not need spend time on teaching. Also, pre teaching vocabulary helps to eliminate some confusion when dealing with each child's prior knowledge. If students are familiar with the words they will be seeing throughout the unit, the content vocabulary will not be an obstacle a reader will be faced with.

Rachel Friedman

5/11/2022 11:18:59 am

Background knowledge for new vocabulary terms is so important when teaching. I try very hard to be aware of the vocabulary I use during my lessons. We have a lot of conversations about different words before beginning a unit to help give my students some of that background knowledge they might be missing. We also stop and have conversations about vocabulary that arises during read alouds. Instead of only giving the definition, I will stop and have a classroom conversation around the word to help give examples in context to make sure students truly understand the meaning before moving on.

Rio Clemente

5/11/2022 12:10:14 pm

When building background for my students, I use realia when possible. (Golden spike, cotton, etc.) For certain units, I have used KWL charts. Usually students struggle with the K part, but the want to know is always beneficial to see where they are at. A strategy that I am going to be trying is "The Insert Method". This is where students can put a check mark next to facts that they know, a question mark next to something they find confusing, an exclamation mark next to something that is surprising to them, and a + sign that is something that is new to them.

I have also done think pair shares to see what they know. Discussion is always helpful. An additional activity that I have done is called an inductive learning strategy. That is where you give students a list of words and they have to make predictions. It is easy for me to see what words that they know well and what concepts they know well. Students then get a reading to see if their predictions are correct.

Gina Santora

5/11/2022 03:49:31 pm

The following charts are beneficial to use in the culinary class
1) KWLs
2) A variety of Formative assessments
3) Anticipatory guides
4) Assortment of graphic organizers
5) 3-2-1
5) Participate in conversations with small groups
7) Pictures and Videos
8)Demonstrations

Samantha Koval

5/11/2022 03:55:12 pm

In order to help all students activate prior knowledge, leverage funds of knowledge and build background knowledge I love to give them time to "brain dump" before they are asked for their answers. I will post questions ahead of time with resources on the board so they know where they can find information if they need to "jog their memory" or help them feel like they are on the right track. Allowing them time to sort through their ideas gives them the confidence in their answers to participate and take risks in class discussion. It also helps them make sense of their answers before they try to explain it to others. A lot of times, when students are given that time to think and sort through their answers and the amount they know surprises even them.

5/11/2022 10:06:01 pm

I like the idea of using anticipation guides. I'd need to think creatively about how to implement in instrumental music as the curriculum pacing tends to be more spiral than linear.

Adriana Coppola

5/12/2022 10:10:17 am

The videos reference many techniques I use in the classroom to build background, engagement, pre assess readiness, and prepare students for the skills in the future. Guides, gallery walks, short videos, purposeful worksheets, and creative kinesthetic exercises help students build an understanding of the unit and also be excited about new learning.

Katherine Reiche

5/12/2022 01:15:17 pm

ESL in 7th grade science class looks like this: KWL to access background knowledge , build background knowledge with labs, visuals and videos of phenomena before reading about the topic, building vocabulary for a science topic using the vocab cards and vocab game on Flocabulary, turn and talking to practice explaining outload to each other (listening and speaking practice), and finally rubric based visual projects especially modeling as a large piece of assessment of a science concept. *** Sometimes I use anticipation guides, but if they are to long or complex it backfires for some ESL students.

Kelly Hart

5/13/2022 11:40:10 am

I find the following to be beneficial to all students:
-Whole class or small group discussions
-One pagers
-Anchor charts
-Warn-up problems/ do now's

Kristen H

5/13/2022 04:41:54 pm

I activate prior knowledge and build background information by engaging in discussions about what the students already know about the topic. If I find that they haven't had exposure to that specific experience, we watch YouTube videos and/or look at images to help create that foundation. Furthermore, I also utilize Tar Heel Reader for my younger students who have early literacy skills.

Lyn Fromme

5/14/2022 12:46:09 am

Igniting prior knowledge is crucial in the classroom. Class and small group discussions, webbing, KWL, anchor charts, and brainstorming are some techniques used in our class.

Singing songs, using actions/movement, picture books, videos and anchor charts help to establish and enhance key content vocabulary.

I want to continue to make sure that I’m using the prime real estate in my room for the most important charts and information.

Courtney Nilo

5/15/2022 09:38:37 pm

The concept of activating and relying on funds of knowledge is powerful. The engagement and access that results can be a game changer! One specific example of how my coteacher and I activate prior knowledge, leverage funds of knowledge, build background, and/or elevate key academic vocabulary is immersion. In the beginning of many units, students have the opportunity to immerse themselves in the background and vocabulary of the unit, usually through a Padlet that may include videos, read alouds, pictures, graphics, vocabulary, etc. Students navigate through this resource at their own pace, often with some sort of focus that may change each time they access the resource or it may change for individual students. The often respond in writing or verbally about that focus. They can explore certain resources in groups, independently, or with a teacher. For example, we recently used a Padlet to allow students to explore fiction with imbedded social issues independently or with a partner, then choose a social issue and host book clubs using the texts. I'm excited to try out some of the resources presented in the videos!

Michaela Kessinger

5/16/2022 09:59:01 am

Prior to reading a text, I build prior knowledge by discussing elements of the text (images, back blurbs) so that we can discover what it is about and what we know about the topic. I use KWL when teaching new topics to activate knowledge and build on. We review vocabulary in detail in order to increase understanding.

Melissa Stern

5/16/2022 11:20:04 am

There are two ways that I think we can leverage technology to make vocabulary accessible to all students. For some classes, I use Quizlet to pre-teach vocab and use it as a reference throughout the unit, as well as a review at the end of the unit. I hadn't thought about this before, but creating a Teams channel and/or a Class Notebook section specifically for vocab could be good as well. That way, I could easily create vocab lists that have both English and Spanish as needed, update them in real time, etc.

Samuel Suhotliv

5/16/2022 12:27:29 pm

I like to use KWL charts, surveys, and Do Nows involve real-world events to activate prior knowledge. It facilitates discussion, understanding, and preps the students for lessons. They work with ELLs too, but to a lesser degree.

Vicki Lupinski

5/16/2022 01:15:07 pm

I almost always begin each lesson with a "recall" example to activate prior knowledge - it can sometimes be a recall from only the previous day or can be from earlier in the year or a previous year - the general student reaction to the recall is usually a fairly good indicator as to how the lesson is going to progress in terms of pacing.

Carey Cervona

5/17/2022 02:24:32 pm

I agree that it is important to activate prior knowledge to help engage students in upcoming topics. Pictures, charts, graphs, and maps are great ways to help build the prior knowledge. Both of these techniques help students make connections to what they are learning about. Connections to the concept help make the lesson more valuable. I liked the concept of a definition map.

Andrea Austin

5/20/2022 09:05:53 am

Anticipation guides are a great tool to use. They can be used for all students and they we can adapt them to any learner. In Math students need to utilize their prior knowledge, there are different ways to use their prior knowledge and anticipation guides

Samantha Straussman

5/21/2022 10:40:27 am

Every math class starts with a Do Now that students are expected to work on for the first 5 minutes of class. The questions are usually a check in from the content the day before or a way to activate prior knowledge from previous units or grades. My favorite Do Now was when I had students sort keywords and phrases into four categories with their partner. This created amazing academic conversation and allowed the students to think about what they already knew before we sorted and talked about the words as a class. To help build background knowledge for word problems, often times I use pictures to give context to the question and I explain what the question means. Students are encouraged to ask questions ahead of time as well or while we are dissecting the questions contents. Lastly, at the beginning of every new section of notes, we go over "important information" which can include vocabulary, formulas, connections, etc. Students get introduced to vocabulary I will be referencing throughout the lesson and have definitions they can refer back to when needed.

Aimee Osterman

5/22/2022 12:41:19 pm

I use many modes of collecting and using prior knowledge to guide instruction. We typically start a unit (especially in a unit like science in which some students might have more knowledge than others) with a KWL chart or something similar in which we list what we already understand.
For vocabulary introduction, posting vocabulary needed for students learning using pictures, colors, and sometimes a student created definition has been beneficial for my students.

Trish Bourke

5/22/2022 02:14:01 pm

I always benefitted from visuals and acting out motions to help me retain new vocabulary as a child, so I use a lot of that with my First Grade students. I often introduce new words in context through conversations and let the kids make their own meaning through their schema and context. Then, we create a common definition that the kids add to a word journal. They draw pictures to help them remember the meaning. If it is content words for SS/SC we keep images on display near the words on anchor charts etc. Kids will come up actions that can be used when we review the words as well.
I loved the idea of the SMART WORD WALL from your video. Hanging the measuring tools to help with the definitions was genius.

Jaclyn Jimenez

5/23/2022 10:19:07 am

At the start of the school year, I have parents write a letter introducing their child. I have them include a brief biography, their identity, cultures, special abilities, fears, strengths, past educational experiences, etc. I also have them share the correct pronunciation of their child’s name. It is important to me that my students have a strong sense of self. Central to their identity is their name. Names influence who we are, and how other’s view us. In my classroom we focus on our names and identities throughout the year. In addition, students and their families create a collage that represents their family. Their collages may include foods that they cook and/or love to eat, places they like to travel, special clothes/apparel that they wear, holidays that they celebrate
friends and family, language(s) that they speak, country(ies) that their family identifies with, special gatherings, Etc. These collages allow for my students to learn more about each other’s families, traditions, and culture! I use all of this information to activate prior knowledge and leverage funds of knowledge by building connections from the start of the year and beyond.

liane moschella

5/23/2022 12:42:30 pm

Depending on the subject area, I assess prior knowledge in a variety of ways. For example, in Social Studies, we may start a lesson with a photograph. In small groups, partnerships, or as a whole class, we will discuss what is happening in the photo to address misconceptions or provide any necessary background information. I have also used KWL charts and other graphic organizers to help prepare students for new topics.

Lindsay Heinrich

5/24/2022 12:51:56 pm

The techniques featured in the videos mirrored many of the ones I use in the classroom. In science, being able to put concepts and vocabulary in their own words or images allows for deeper understanding and ownership of their learning. This is beneficial for ALL students. Moreover, relating it to real world examples by tapping into their prior knowledge and experiences that can support and personalize learning for the long term.

Mrs. Martel Roberts

5/27/2022 09:09:02 am

Many of these techniques discussed in this module I utilize in my marketing classroom. I am consistently checking for understanding, using collaborative engagement, developing student glossary of terms used, Kahoot, free discussion and carousel. To leverage the funds of knowledge techniques used include speakers, video clips, actual field trips and projects. I feel that these techniques are beneficial to all students in my classroom.

Jennifer DePeri

5/28/2022 12:45:46 pm

One way to access prior knowledge in a Kindergarten classroom is through purposeful play and choice time. This is a time where students are naturally encouraged to interact and students are authentically connecting to skills. Another is through exploration activities. Students are given the opportunity to apply what they already know to new material.

Grace Ashforth

6/2/2022 08:05:53 am

Within my classroom, I like to use anticipation guides prior to reading a novel/play. This helps students to get an idea about the text we are going to read and gives me insight into what knowledge they already bring to the table regarding those topics. I also use graphic organizers frequently in my class, especially with my freshmen. It helps all and hurts none!

Ally Haddock

6/2/2022 11:37:34 am

In our co-teaching classroom, we explore prior knowledge in a variety of ways. One of the ways that has proven to be helpful for our students is through pictures. Our students are met with a picture related to the content that is currently being taught. This sort of visual encourages students to interpret information differently. Proceeding into the mini-lesson, students are met with a range of graphic organizers, all designed differently for them to select which works best to meet their needs.

Meghan Altis

6/3/2022 03:49:49 pm

I use a variety of these methods in my classroom. We have a vocab bank of words used throughout the year, prior knowledge comparing different types of graphs, etc. Students also benefit from graphic organizers. Earlier in the year I also designed lessons with one of the academic coaches in which the students were given a choice of which activity they would like to complete as practice on a prior lesson.

Carolyn Sciortino

6/5/2022 08:05:55 am

In my classroom, my co-teacher and I typically use KWL charts, graphic organizers and discussions to activate and gauge students’ background knowledge. I would like to add using anticipation guides to this list of strategies. I think anticipation guides provide options for implementation. After looking at the various anticipation guides, I noticed that they can be open ended or more specific depending on the content you are teaching. I also like that the anticipation guide helps to set a purpose for learning and sparks students’ interest in a topic.

Allison Deakyne

6/6/2022 02:09:25 pm

In my classroom, there are multiple ways that we access prior knowledge. Our do now's,which start our lesson, are a recap of the content for the day before. This allows students to summarize they content we have learned as an effort to build upon it in the following lesson. As well, using differentiated questioning during each lesson allows students to show what they already know about the topic and branch out on others' ideas. We also use techniques such as kahoot and vocabulary games to reinforce materials and make sure their is a common understanding.

Jill Pariseau

6/6/2022 02:11:26 pm

To activate prior knowledge I use anticipation guides, KWL work, graphic organizers and small group discussions.

Jessica Decker

6/6/2022 02:20:52 pm

A way that I activate prior knowledge and leverage funds of knowledge across the variety of electives I teach is by having students begin each class period responding to a prompt in a OneNote Learning Log. The Warm-up prompts shift between activating prior knowledge, sharing personal experiences and funds of knowledge, SEL, take-aways from skimming an article, etc. After typing their individual responses, the students then engage in "Table Talk", where each student in the table group shares their response to the Warm-up prompt, and the whole table engages in brief conversation around the topic.

Irma Pace

6/6/2022 06:34:27 pm

To activate prior knowledge, I will show students a related video or slideshow, or display a photograph on my document camera and prompt them with “What did/do you notice?” or “What are you wondering/thinking?” Then I ask them to write or talk about it with a partner allowing me to instantly gauge prior knowledge, spark interest and build background.

David Miller

6/8/2022 10:00:33 am

In the beginning band class, after the first two weeks of class, we are constantly activating prior knowledge to affect student performance.

Mary Daly

6/8/2022 10:11:41 am

The concepts and strategies used in Sheltered English instruction are the basis for high quality instruction in any subject area, but especially important for English Language Learners. Finding their strengths and working with their funds of knowledge is imperative in order to help them learn academic material though they are not yet fluent in English. Providing time for discussion builds vocabulary and relationships.

Michael Lichtenfeld

6/8/2022 03:20:43 pm

I use many of the concepts discussed in class to help students in this capacity, including journaling to open and close class. This helps to set up the day's lesson or reviews from previous lessons.

Dan DiNozzi

6/9/2022 08:05:25 am

I access prior knowledge in my classroom by utilizing small group discussions, whole class discussions, and journals. These are usually at the beginning of class and then later in class we may complete a graphic organizer or analyze an image. These images (sometimes included in the graphic organizer) can then be utilized throughout the rest of the unit, to help students access that prior knowledge.

Lisa Holloway

6/14/2022 10:47:19 am

I use many of these techniques discussed in the module especially in my Introduction to Business classes. I use Guided Notes and go over them to make sure everyone is on the same playing field. I consistently check for understanding, I let students work in Teams and I play educational visual learning games. When students present, I have the subtitles on so that Spanish speaking students can read along.

Wanda Turner

6/16/2022 08:04:38 am

Sparking interest is such an important part of engaging students. Through the use of images students have the opportunity to connect their language to prior knowledge. To me it is amazing how much students know but have a tough time verbalizing. By using images and making the connection to language there is such a powerful learning moment.

Module 2 Building Background

Leave a Reply.