It was interesting to discuss the difference between schemata and building background. Even with people whose first language is English there can be different interpretations of the same situation, so even more so with ELs. The analogy to 'building background' that I use with my students is coat hooks. In order to retain and remember new information in our brains, we need to find a coat hook on which to hang it. If there is no coat hook, we teachers must help build one. Once that hook is built, the new information can be hung (or is it 'hanged' Eunice... :-). Once the new information finds a hook to occupy, it is then accessible to long term memory.
I liked the third idea on page 57. To activate prior knowledge or build background, there are many suggestions that begin on p. 57. The third one has the teacher copy a short non-fiction article on the topic in question. Partners read the article and place shorthand symbols in the text. One of the symbols is a '?' That indicates a concept that is confusing or that the reader does not understand. The book says that once the misunderstanding is cleared change the symbol to an asterisk. I like changing it to a light bulb instead.
I love to study words and the ideas to teach words are terrific in this chapter. I appreciate learning from Maria that three words per day is optimal for ELs to tackle.
Subscribe to:
Post Comments (Atom)
I liked the discussion of schemata .vs. building background as well. Some of these things need to be refreshed in our minds as we're tackling new subjects with our students. With my Kindergartners, I try to pull from whatever experience they may have had and connect it to the topic at hand - that way it can become more concrete for them.
ReplyDeleteSabrina
Liane, I appreciate your thoughtful reflection. This are important issues to discuss in relation to implementing SIOP in the classroom. Sabrina, I also like what you do with the kindergardeners with pulling in discussion about topics they know about. We need to be constantly thinking about our students, what works best for their background knowledge and grade level (or developmental level) as well as what works with your teaching styles.
ReplyDeleteGreat reflections; I enjoyed reading them.
Maria