Schema Schema is a students prior knowledge teachers can use to help the student build upon and gain new knowledge Schema is ones personal library of knowledge Thus it is different for each student ID: 736505
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Slide1
Reading Apprenticeship
Using RA Slide2
Schema!
Schema is a student’s prior knowledge teachers can use to help the student build upon and gain new knowledge. Schema is
one’s personal library of knowledge
. Thus, it is different for each student.The overarching goal is increasing their confidence and competence as independent, critical readers and competent learners. Teachers need to help students become metacognitive about schema. (They aren’t always aware of what they already know!) They can think of themselves as capable problem solvers!Slide3
When students realize they do
not
have to
already know everything about everything, and realize theyalready know so much, it is time for celebration!!Slide4
What do your students
think
about reading assignments or story problems?
What schema do they have? *Not* all schema is positive!Typically students HATE story problems!The schema they have about them is FEAR!They’re not excited about reading assignments either!In order to approach a story problem without hate and fear, students need to have confidence they have the schema
or
tools
needed to solve the problem.
Here is where RA comes into play! I will demonstrate.Slide5
Let’s fix the car’s engine.
What tools do we have?
What tools do we need?
We would never think of fixing a car’s engine without having the right tools. So we’re not going to try to *solve a problem*read an assignment* or ”fix it” until we know we have all the tools needed. Slide6
What tools do
WE
already have?
We can: *add, subtract, multiply and divide.*read the English Language.*remember to watch for information that is in bold print.*focus on thinking while reading.*ask questions as we go.*jot down words we do not know.
*make connections.
*
use our RA tools.
Slide7
Think Aloud and Talk to the Text
Teaching your students to
think
aloud, to share their thoughts as they read, is a powerful tool.They will be sharing what they know and what they don’t know. They can be making connections.Talk to the text is another powerful tool. As they think aloud, they can be jotting down notes and marking on their papers. They can go word by word writing down what they know and what they need to know. They can ask
questions about the text.Slide8
Before the Dreaded Story Problems: The tools
Negative and positive
numbers
Order of OperationsJoining like-terms: One of these things is not like the other, one of these is just the same.Bar Story: You get to be a Ninja Fighter!*Mathish*: Translating English words into Math language and knowing Math Symbols are powerful!Know which formulas to use.Reading Apprenticeship Tools-Talk to the Text, What do you know, what do you want to know.Slide9
English Language to Math Language
Example
Expression ExplanationA number increased by four X + 4 or 4 + X Increased by means to addNine more than a number r + 9 or 9 + r More than means to addEight less than a number y – 8 Less than means to subtractEight decreased by a number 8 – y Decreased by means to subtract
( Compare the last two examples. Why the change of order?)
Four times a number 4e
Times
means to multiply
(
Notice
no
sign between number and variable
. When a number sits next to a variable it automatically means multiply.)
The product of 5 and a number 5p
A product
is the answer to multiplication
A number divided by six X/6
Notice the divisor goes on the bottom
Six divided by a number 6/X The unknown number (X) is the divisorSlide10
QUESTIONS, QUESTIONS QUESTIONS!!!!!
Before
you lecture, ask questions. (What do you know?)Before you explain, let them explain.(Who can explain this. What do you think?)* The more they own, * the more they recognize,* the more they put it together,
* the more they
solve,
and
* the more you
acknowledge their successes
,
the
more they move forward with
confidence
!
Before you lecture, ask questions.
Before you tell, ask questions.
Before you explain, let them to explain.
The more they own, the more they recognize familiar things, the more they can put it
togetha
, the more they can be acknowledged, the more math and the dreaded story problems will be less intimidating.Slide11
Algebra ?
F
inding the unknown.
So, one must be a Great Detective to find the unknown. And…one must be a great Ninja Fighter remembering to ALWAYS use both weapons.But first, what do you THINK about or know about Algebra?Share with the class. This is so important! They are now in charge and are owning their thoughts.Slide12
As kids, they
saw a line to write on or a box to fill in but
they
were still finding the unknown. 2 + ___ = 5 What goes in the blank? 5 x ___ = 15 What goes in the blank? ENCOURAGEMENT!!The rules of algebra are always the same. Unlike reading a poem where each person has their own interpretation, algebra is the same yesterday, today, and even tomorrow. Ask your students what rules must be followed for the above equations to be true. How did they find the missing number? Questions, questions, questions!!!Slide13
The
Bar
Story
Once upon a time…..Slide14
Geometry
Using questions, questions n’ more questions
What Shape is it?
What is wanted? Area, perimeter, surface area?What info do you have?Is all the info usable? They won’t put it all on a silver platter and serve it up to you!Find the formula you need. Fill in the formula.Slide15
More Ideas
*
Loooong
word - Diameter*Short word – Radius* Show patterns before actual teaching*Pythagorean Theorem:Happy you have 2 legs- it’s additionSad you don’t have 2 legs-it’s a negative/subtraction*Proportions:Compare the leg muscles to the leg muscles, and the arm muscles to the arm muscles. Don’t be unfair! Match it up!*Percents:Magical Formula
Part
=
_%_
Whole 100
Step right up folks, only 2 steps and you’re a winner!
Cross multiply 2) Divide by third number.Slide16
I have added these next two frames and have inserted the Bar story at the end of this presentation. But when I share this presentation, I actually demonstrate the Bar Story on the board in front of the class. I hope I have made it clear enough to understand.
Slide17
The Bar Story
The number, which is
the
Evil guy, sits next to the variable, which is the Girlfriend. The Bodyguard is the look out guy and we get rid of him first. The goal? Get girlfriend alone! Evil BodyGuy guard3x + 2 = 17 There are 2 weapons to use: Opposite and Balance. The +2 is the body guard - 2 -2 so we take “him out first” by doing the opposite (-2) of what he is, and then 0 15 we balance the equation. Now we have a new equation: 3x = 15 and then we start the fight all over with the same weapons.
T
he
opposite
of
3 3
of multiplying by 3 is dividing by 3 and then we
balance
. 3/3 is one and one times x is x. So we get as our final answer:
x = 5
The Girlfriend is alone and is 5. We won the fight.