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Think Ahead MAKES SENSE HOME

Instructional Routines for Promoting TEACHING CONTENT

Anticipation, Activation & Proaction TEACHING SKILLS

Brainstorm Guide GUIDE & EXAMPLES BLANK GRAPHIC

Anticipation Guide GUIDE & EXAMPLES BLANK GRAPHIC

Sticky-note Rainbow Webs GUIDE & EXAMPLES

KTW GUIDE & EXAMPLES BLANK GRAPHIC Features Analysis Matrix GUIDE & EXAMPLES BLANK GRAPHIC

Induction Matrix GUIDE & EXAMPLES BLANK GRAPHIC

LINK GUIDE & EXAMPLES

PASS prereading GUIDE & EXAMPLES

1st TRIP GUIDE & EXAMPLES BLANK GRAPHIC

Synetic Conceptual Setup GUIDE & EXAMPLES

PROP advance organizer GUIDE & EXAMPLES BLANK GRAPHIC

DRAFT plans GUIDE & EXAMPLES BLANK GRAPHIC Facilitating authentic motivation by capitalizing on students’ natural curiosityabout the world, desire to learn, as well as what they already know is one of themost important yet sometimes greatest challenges when teachingcontent subjects. Creating an anticipation of what will be learned and activating

students’ background knowledge about the topic are two essentialpedagogical processes for facilitating authentic motivation.

Proaction

Anticipation

Think AheadActi

vatio

n

Because so many students are impulsive and jump into tasks without settinggoals, anticipating difficulties, reflecting on the best strategies to use orplanning how to complete these tasks, another significant challenge is tofacilitate students' proactive behaviors. Together, these three elements(Anticipation, Activation, and Proaction) work interactively and serve as thebasis for Think Ahead activities. (See the figure below)

Aside from arousing student interest, tapping into students’ backgroundknowledge about a subject is particularly important for several less obviousreasons. It can reveal how much students already know about a subject; inparticular, it can reveal misconceptions students may have. This knowledge willallow you to anticipate problems and preteach important concepts whenneeded, and most important, specifically target misperceptions and correctthem. This is particularly important because, as strange as it sounds, manystudents will take accurate information that is new to them and modify it to fittheir misconceptions of a topic, rather than revise their misconceptions tomake them less erroneous (Anderson & Smith, 1984; Schoenfeld, 1985).

Think ahead routines can be employed at various times, including at thebeginning of the school year to provide an overview of what will be learned anddone in the upcoming semester, at the beginning of a new unit or chapterwithin the unit, and even at the beginning of each lesson.

This section of the program addresses Think ahead Routines thatincorporate graphic organizers to facilitate knowledge activation andanticipation. The intent also is to motivate students to learn content subjectsand to facilitate proactive task-planning behaviors.

Home – Lesson Structure Tools MAKES SENSE HOME

The Brainstorm GuideThe Brainstorm Guide is used at the beginning of a lesson as a Think

Ahead technique primarily to activate students’ background knowledge and topromote student reflection and self-evaluation of knowledge. The activity alsoallows you to evaluate what students already know about a topic. The techniquecan also provide you with insights into what some of the misconceptionstudents may have about the topic as well.

Step 1: Introduce the topic and main ideas of the upcoming lesson.

Step 2: Conduct a brainstorming activity for each of the main ideas listed on thegraphic. You might ask the students to tell you anything that comes tomind when they think of the key topic. Encourage students to use theirbackground knowledge to indicate their best guess about each mainidea, and be sure to emphasize for them not to be concerned if theinformation they list is not exactly correct. In short, encourage studentsto take risks and include items they are not completely sure about.

You can also adapt this activity for use in a “Y’all do it” cooperativelearning format. Here, you would provide teams or pairs of studentswith a blank graphic and ask each team to designate a recorder.Provide students the main idea topics, and have them list them on theirgraphic. Next, provide students with a limited time period in which to

Financial reasons

What motivated Columbus?

is about why Columbus risked crossing the Atlantic

Religious reasons Fame reasons

complete the activity (e.g., 2 minutes per main idea), and then askthem to list under each of the main ideas anything the team membersknow about that topic. Encourage students to take risks and includeitems they are not completely sure about. Be sure to encourage therecorder to write clearly so that you will be able to read what waswritten later.

Step 3: Ask students to indicate their relative confidence levels for each itemlisted on the graphic. A sample coding might be:

!! = Very confident that this is important and accurate information about this main idea.

! = Sort of confident that this is important and accurate informationabout this main idea.

? = Little bit of a guess that this is important and accurateinformation about this main idea.

?? = Wild guess that this is important and accurate informationabout this main idea.

The figure below illustrates sample completed Brainstorm Guide.

Financial reasons




Hoped he would get rich by bringing home spices to sell.

Prove that God would watch over him and not let him die.

Hoped he would get a big reward from the queen for successfully making the trip.

Hoped he would get rich by claiming the land he discovered.

Make sailors on board the ships 'get religion' when they got scared enough about sailing off edge of the world.

Spread Christian gospel to other parts of the world.

Wanted everyone to know the HE was the first to prove the world was round.

Wanted to be famous so he could get rich and retire.

Wanted to be part of the royal court.

Home – Lesson Structure

The Anticipation GuideThe Anticipation Guide provides students with preliminary information

Castro comes to power in Cuba

One of Castro's favorite things to do is smoke good Cuban cigar.

JFK & the Cuban Missile Crisesis about a political crises that nearly led to nuclear war with USSR

Bay of Pigs Invasion

The existing government was overthrown by Castro's followers because it was so unfair to the poor man.

After taking over the government, Castro turned to the US for support, but didn't get it.

When Castro took over, US owned businesses were nationalized.

Castro planned on making Cuba communist from the beginning of his revolution.

The Bay of Pigs was a CIA (USA) planned invasion of Cubaby Cuban exiles living in the US.

JFK strongly supported the invasion & sent the US Air Force to back it up.

During the evening of the invasion, JFK entertained dinner guests in the White House.

20,000 of Castro's troops overwhelmingly beat the 1,400 Cuban (US) exiles.

Castro discouraged USSR from sending over weapons to repel future US invasions.

Big Idea: Because Cuba is so close to the US, JFK should have tried to make it a state.

Nuclear "face-off" with USSR

The US wanted Cuban as a state, but so did USSR, so they almost went to war.

JFK told USSR to remove nuclear missiles or US would invade Cuba.

JFK blockaded Cuban to prevent more USSR ships & supplies from arriving.

USSR agreed to remove missiles, and US agreed never to invade Cuba.

The US spy plane that spotted the missile sites in Cuba could fly higher than any plane.

USSR & Castro may have planned the whole thing to get JFK to promise not to invade.

Financial reasons




Hoped he would get rich by bringing home spices to sell.

Prove that God would watch over him and not let him die.

!!

Hoped he would get a big reward from the queen for successfully making the trip.

Hoped he would get rich by claiming the land he discovered.

Make sailors on board the ships 'get religion' when they got scared enough about sailing off edge of the world.

Spread Christian gospel to other parts of the world.

Wanted everyone to know the HE was the first to prove the world was round.

Wanted to be famous so he could get rich and retire.

Wanted to be part of the royal court.

?

??

??

??

?

!!

!!

??

about an upcoming topic, some of which is true. Here, main ideas of theupcoming lesson are listed. Then, a mixture of true and false statements aswell as some non-essential, but true statements about details pertaining toeach of the main ideas are listed on the graphic. Students then analyze theinformation, and using their background knowledge about the topic, code eachof the details provided on the graphic as either true and essential to know, true,but trivia, thus not essential to know, and false.

Step 1: Provide pairs or teams of students are given copies of the completedAnticipation Guide depicting topic, main ideas, and assorted true andfalse statements listed as details.

Step 2: Ask students to analyze each statement using only their personalbackground knowledge and guess whether the statement is true,essential information, false information, or true, but trivia (non-essential). In light pencil, they code their guesses for each detail. Ifstudents indicate that they have no idea whatsoever, encourage themto guess and to note one of the three codes.

Step 3: Have students up-date their codes for each item listed on theAnticipation Guide. After specific aspects of the lesson have beenaddressed during class as the content is being explored, you can cuestudents to revisit their anticipation guide and review the original codes

Castro comes to power in Cuba

One of Castro's favorite things to do is smoke good Cuban cigar.

JFK & the Cuban Missile Crisesis about a political crises that nearly led to nuclear war with USSR

Bay of Pigs Invasion

The existing government was overthrown by Castro's followers because it was so unfair to the poor man.

After taking over the government, Castro turned to the US for support, but didn't get it.

When Castro took over, US owned businesses were nationalized.

Castro planned on making Cuba communist from the beginning of his revolution.

The Bay of Pigs was a CIA (USA) planned invasion of Cubaby Cuban exiles living in the US.

JFK strongly supported the invasion & sent the US Air Force to back it up.

During the evening of the invasion, JFK entertained dinner guests in the White House.

20,000 of Castro's troops overwhelmingly beat the 1,400 Cuban (US) exiles.

Castro discouraged USSR from sending over weapons to repel future US invasions.

Big Idea: Because Cuba is so close to the US, JFK should have tried to make it a state.

Nuclear "face-off" with USSR

The US wanted Cuban as a state, but so did USSR, so they almost went to war.

JFK told USSR to remove nuclear missiles or US would invade Cuba.

JFK blockaded Cuban to prevent more USSR ships & supplies from arriving.

USSR agreed to remove missiles, and US agreed never to invade Cuba.

The US spy plane that spotted the missile sites in Cuba could fly higher than any plane.

USSR & Castro may have planned the whole thing to get JFK to promise not to invade.

they had indicated for a specific item. Encourage them to change theirresponse as appropriate. For example, if the statement was true, andessential, but they originally recorded it as false, have them changetheir answer.

A particularly useful point of discussion that can periodically occur isdebating whether a true fact represented a true essential item ofinformation, or a true, but trivial item. These can be very useful debatesbecause it helps students learn to evaluate information and becomebetter note takers.


Sticky-note Rainbow WebsSticky-note Rainbow Webs is a semantic mapping technique that manystudents thoroughly enjoy. The procedure can be used both as a Think-aheadtechnique to activate background knowledge and create anticipation, and it canbe used as a Think-back technique to reflect on what was learned and how itfits with what was already known.

The procedure involves using sticky-notes to construct a semantic web prior tothe lesson. The web reflects an organization of ideas related to the to-be-learned subject that students already know.

Later, as a Think-back activity, students identify specific new ideas they gainedfrom the lesson and add it to the original web, only this time, a different coloredink is used to represent the new information. Following each subsequentlesson, additional information is added to the web (each time in a differentcolor), so that eventually, what will emerge is a complex, multi-colored“rainbow” web depicting what has been learned and its organization. Studentslove to see the web grow and see how much they have learned.

Teaching TipsStep 1: Identify a key word or phrase related to the content of your upcoming

lesson, write it on a sticky-note, and place it on the board.This word should be closely related to the central idea of the lesson.

Step 2: Have students brainstorm a list of related words.Have students write down as many related words or ideas as they canin a three-minute period.Students may work individually, in pairs, or in small teams.

Step 3: Call on each student (pair, or team) to provide you with one word oridea; write it on a sticky note, and place it on the board in column formwithout regard to organization.As each idea is written on a sticky-note, ask the student to indicate thedegree of confidence they have in it; code the sticky-note with a symbolaccordingly. Students can use the following symbols to code each idea.

!! = Very confident that this is accurate and is related to the keyidea noted by the teacher.

! = Somewhat confident

? = Not sure, somewhat questionable

?? = Wild guess

Be sure to note only one idea per sticky-note. Continue to cycle throughthe students, each giving one new word until their lists have beenexhausted. To ensure participation of less able students, call on themfirst since their lists may be shorter and others might use their wordsbefore they have a chance to contribute.

Feel free to rearrange the sticky-notes as needed (you may want to usetape with the notes to anchor them more effectively).As the web grows, add new arms to represent new categories andsubcategories as needed, but do not name them.

Ways oil spills are removed from the environment

pick up lumps from

beach

!!

Boats that vacuum oil from water

?

circle the spill with

special ring

!

break into small bits- spread out

!

Tar lumps!

Students brainstorm list

Ideas are place in column form without regard to

organization

Students code ideas to indicate how confident they are about the accuracy of the idea

sun does something

to it

??

Step 4: Using input from students, rearrange the sticky-notes into a web.Take one idea at a time, and ask students to tell you where on the webit should go.

Step 5: Have students name each arm of the web, thus establishing categorynames.

Step 6: Have students generate questions about the topic that reflect areasabout which they want to know more.

Step 7: Make a large hard copy of the web showing the exact ideas and theirorganization as depicted on the sticky-note web.This might be drawn on a bulletin board or large piece of butcher-paperso that the entire class can observe the web at once.



!Tar lumps

!sun does something to

it

??

EvaporationPhoto-chemical oxidation

!!

Microbial degradation

!!Seaclean Microbes

pick up lumps from

beach

!!circle the spill with

special ring

!

Emulsification

!!

High pressure hoses

!!Oil mops

Boats that vacuum oil from water

Skimmers Microchomp 5,000

?!!

!!

??

?


Natural ways

Decomposition Dispersion

Photo-chemical oxidation

Evaporation

Microbial degradation


Tar lumps

Oil mops

Man made ways

Seaclean Microbes

Microchomp 5,000

Assisted Decomposition

Emulsification

High pressure hoses

Assisted Dispersion

Pick up lumpsfrom beach

Circle the spill withspecial ring

Skimmers

Boats that vacuumoil from water

Physical removal

Think-back activityStep 1. After exploring a portion of the content, have students develop sticky

notes representing ideas they have recently learned (one per each newidea).Continue to have students assign codes representing the degree ofconfidence they have in the idea being noted.

Step 2: Have students add the new sticky-notes to the hard-copy web.

Step 3: Revise the hard-copy web using a different colored pen to represent thenew information that is added.Repeat above process every few days or at the end of each lesson,gradually expanding the web with different colors -- each new color willshow the next “layer” of new information.If you run out of different colors, you can code each new layer withdifferent markings (add a red box around the parameter of idea; add azigzag line across the top of idea, etc.).

Step 4: Periodically, revisit the code students assigned to the ideas and allowthem to revise them as appropriate.Ask students if the code should be changed, based on what they nowknow about the topic. For example, a previously “questionable” ideamay be re-coded so that it is now considered a “very confident” idea; apreviously code “wild guess” idea might be dropped from the webbecause now students realize that it was inaccurate.

Step 5: Periodically, make students personal notebook-sized copies of theweb, and then have them explain to each other various sections of theweb.


KTW(Know, Topics, Wonder)*

The Know, Topics,Wonder about (KTW)is a think aheadprocedure foractivating backgroundknowledge, creatinganticipation, andsetting goals. The“Know” (What do youalready know aboutthis topic?) dimensionnot only provides anopportunity to activatestudents’ backgroundknowledge, it alsoprovides you with some insight regarding what students already know, whatthey think they know, and what erroneous understandings they may have abouta topic. The “Topics” (What are some of the topics do you anticipate we’ll bestudying as we explore ____?) dimension of the procedure increases bothanticipation of what will be learned and also facilitates awareness of itsstructure, thus making new information easier to process. The last dimension,“Wonder about” (What are some things about this topic that you wonder aboutand would like to know more?) focuses on specific areas students want toknow more about or questions they may have about a new topic.

Teaching TipsThe first few times you use the KTW procedure with your students, it is best tomediate the process with the whole class. Use a transparency of the KTWgraphic and an overhead projector, and fill in the spaces yourself as ideas aregenerated by students.

Once students are familiar with the process, a good idea is to utilizecooperative learning procedures. For example, each team independentlycompletes the KTW graphic, and then later, different teams share with theclass ideas from their graphics.

Step 1 Introduce the topic of the lesson.

* This activity was adapted from the KWL procedure Carr, E., Ogle, D. (1987). KWL Plus: A strategy. Journal of Reading, 626-631.

Want to know about...

Topics we’ll probably learn about...

Know already ...

In most cases, students will need more than a topic name or title. Besure to provide sufficient information about the topic to allow students tobecome oriented and generally understand the nature of the topic beforeproceeding to Step 2.

Step 2 Ask students to activate their background knowledge and brainstorm toidentify what they already know about the topic.As students begin to exhaust their ideas when brainstorming, feel freeto suggest specific subtopics to consider.

Step 3: Help students anticipate possible categories about the topic that canbe studied or explored and note them on the KTW graphic.



Know already ...

French Revolution

is about a social situation that got so bad they overthrew the French government

"Let them eat cake"

French Revolution


Bad social situation (super rich vs. very poor)

Violent - used guillotine a lot


Topics we’ll probably learn about...Know already ...

Having students describe each category once they are identified canalso help them think of new categories. For example, if students havebeen brainstorming what they know about the French Revolution, youcould cue them to think about what they know about revolutions ingeneral.

"Let them eat cake" Leaders of both sides

Famous battles

Stuff that led up to it* what the King did that was so bad* taxes

French Revolution


Bad social situation (super rich vs. very poor)

Violent - used guillotine a lot

Time line for what happened

Results or changes



For example, you might say:“Let’s think about revolutions for a moment. What are the topics weusually learn about when we study revolutions?”

Step 4: Ask students to code their confidence levels for each of the items listed.Students can use the following symbols to code each idea.

!! = Very confident that this is accurate and is related to the key idea noted by the teacher.

! = Somewhat confident

? = Not sure, somewhat questionable

?? = Wild guess

Step 5: Have students make reflections about their initial associations.Ask students questions like, “What made you think of that category?”This will often result in them identifying additional categories ofinformation, and it will help students realize that they have backgroundknowledge about the topic. These kinds of questions also result indiscussions about the meaning of key terms or concepts related to thetopic.

Step 6: Have students identify questions about the new topic.You may find it helpful to provide students with “Curiosity QuestionStarters.” For example, write a few of the curiosity question startersillustrated below on the board and have students identify many endingsto each of them.

Curiosity Question StartersI’m curious about...What is... When is... Why is... How is... Who is... Where is...What did... When did... Why did... How did... Who did... Where did...What would... When would... Why would... How would... Who would... Where would...What will... When will Why will... How will... Who will... Where will...What might... When might... Why might... How might... Who might... Where might...

"Let them eat cake" ? Leaders of both sides !!

Famous battles !

Stuff that led up to it !!* what the King did that was so bad* taxes

French Revolution


Bad social situation !(super rich vs. very poor)

Violent - used guillotine a lot !!

Time line for what happened ?

Results or changes !!



Know already ...

Step 5 Expand the KTW graphic as the class explores the content.For example, add additional categories as they are encountered.Have students to add questions that indicate additional things they’dlike to know about the topic.

As a result of the KTW process, the teacher gained good insight with regard tounderstanding what students already knew about the French Revolution. Inaddition, students’ responses regarding the categories of information theyexpected to learn revealed a very superficial perspective on how history of warshas traditionally been taught to them. Information from the last category helpedthe teacher capitalize upon students’ natural curiosity about the FrenchRevolution and enabled the teacher to focus on areas of student interest.


"Let them eat cake" ? Leaders of both sides !!

Famous battles !

Stuff that led up to it !!* what the King did that was so bad* taxes

French Revolution


Bad social situation !(super rich vs. very poor)

Violent - used guillotine a lot !!

Time line for what happened ?

Results or changes !!



What happened to King & royal family?

Why they used guillotine so much

Features Analysis Matrixadapted from...Readence, J.E., Bean, T.W., & Baldwin, R.S.(1992). Content Area Reading: An integrated approach. Dubuque, Iowa:

Kendall/Hunt Publishing Co.

Bos, C.S., & Anders, P.L. (1987). Semantic features analysis: An interactive strategy for facilitating learning from text. LearningDisabilities Focus, 3, 55-59.

The Features Analysis Matrix is used when the class is studyingabout a group of related concepts that share many, but not all, characteristics(e.g., studying about Native Americans from different regions of North America;studying about functions of various glands in the body, etc.).

A matrix is set up depicting the major concepts to be explored on one side , andperpendicular to it is a list of features, some of which may be common to all ofthe concepts, and others which may be present in only a few or even just one ofthe concepts.

VEHICLESFea

tures

car

bicycle

motorcycle

pickup truck

transfer truck

train

skateboard

row boat

sailboat

motorboat

airplane

two w

heels

four w

heels

more

than

4 w

heels

moto

r

diesel

fuel

gasolin

e fuel

people

power

handle

bars

passe

ngers

used on la

nd

= feature always present

= feature sometimes present

Teaching Tips for using the Features Analysis grid as a ThinkAhead technique

THINK AHEAD Part 1: Generate a list of items from a categorythat will be investigated.

Step 1 Introduce the topic and list one or two examples of the categories thatwill be investigated on a Features Analysis grid. For example, if yourwere planning on investigating different types of people who lived inancient Egypt, you would inform students that this is what they will belearning about, and then list “Pharaoh” and “slaves” as examples (seefigure).

Step 2 Ask students to use their background knowledge to identify additionalitems from the same category . For example, you might say somethinglike….

“There were many kinds of people who lived in ancient Egypt, andthey were not all pharaohs or slaves. The pharaoh was like a king,so this person lived at the top of society. Slaves, as you mightguess, were at the bottom. What other kinds of people do youthink lived in ancient Egypt? “

List on the grid other items identified by students that representinformation from the same overall category.

Featu

res

Pharaoh

Slaves

Step 3 Once students have exhausted their knowledge of other items from thesame category and these have been listed on the matrix, then add to

the matrix the addition items you plan to teach students that they did notidentify.

Featu

res

Pharaoh

Generals & High priests

Crafts workers

Slaves

Scribes & Gov’nt officials

Peasants

Featu

res

Pharaoh


Crafts workers

Slaves

THINK AHEAD Part 2: Generate a list of features that mightcharacterize some and all of thecategory items.

Step 1 Introduce the features of the category and list one or two to provideexamples. For example, you might say something like…

“Let’s think of ways to describe ancient Egyptians and or things we knowabout how they lived. For example, we know that they built the hugepyramids and used them as tombs for the pharaoh. We also know theyburied a lot of their dead in stone tombs. What else do we know thatmight be a way to characterize ancient Egyptians?”

Step 2 On the grid, list specific features of the overall category that studentsidentify.

Step 3 Once students can no longer add additional items to the list of features,then add those features about which you wish students to learn, buthave not yet been listed on the grid.


Peasants

Featu

res

Pharaoh


Crafts workers

Slaves

Stone

tom

bs

Pyram

ids

as to

mbs


Featu

res

Pharaoh


Crafts workers

Peasants

Slaves

Pyram

ids

as to

mbs

Consider

ed a

god

Embom

bed

Stone

tom

bs

THINK AHEAD Part 3: Ask students work with a partner to,based on their best guess, code thefeatures on the grid relative to eachcategory of information.

Suggested codes:

A = the feature is always a characteristic of the concept.

S = feature is sometimes, but not always, a characteristic of the concept

blank space = the feature never a characteristics of the concept

Step 1 Have the student(s) meet work with a partner of small group (4) ofstudents to code the matrix based on their best guess (backgroundknowledge).

For example, you might say something like….

“Now that we have constructed our grid, let’s take a guess about each ofthe kinds of people we’ve listed and terms of what was true about them.We know, for example, that the pharaohs were buried in tombs insidethe pyramids. Did this always happen for all pharaohs, or were just some

Stone

tom

bs

Featu

res

Pharaoh



Crafts workers

Peasants

Slaves

Pyram

ids

as to

mbs

Buried w

ith tr

easu

res

Appear i

n Hie

rogly

phs

Consider

ed a

god

Buried w

ith a

rtifa

cts

Embom

bed

pharaohs buried inside of pyramids? (student says all were buried insideof pyramids). O.K. Since you think all were buried inside of pyramids, puta ‘A’ for ‘always’ in the corresponding box” (teacher models).

O.K. What about generals and high priests? Were they also buried insideof pyramids? Were some? (student says some were). So since you thinksome were buried inside of pyramids, put an ‘S’ for ‘sometimes’ in thecorresponding box. “

“Work with your partner to code each of the types of ancient Egyptianswith each feature in terms of whether this was always true , note an ‘A’ ifyou think it always true, use an ‘S’ to indicate if it was sometimes true ,and leave the box blank if you think this particular feature was never acharacteristic of the type of person you are analyzing.”

“Be sure to mark your matrix using a LIGHT pencil because later, afterwe study about the ancient Egyptians, we’ll be returning to this Grid andrevising our codes based on what we learned about them. “

Step 2 Have the student(s) meet with other students to share and discuss howthey coded their matrix.Encourage students to revise their codes as needed, but they shouldcontinue to use a light pencil.

Featu

res

Pharaoh



Crafts workers

Peasants

Slaves

Pyram

ids

as to

mbs

Buried w

ith tr

easu

res

Appear i

n Hie

rogly

phs

Consider

ed a

god

Stone

tom

bs

Buried w

ith a

rtifa

cts

Embom

bed

SS SS

S

A

SS

SS

S

AAA

A

A

SAS

SSS

SSSS

Step 3 Later, as accurate information is revealed when each concept isstudied, have students re-visit their matrix and revise their originalcoding to reflect what they now know about each concept.


Induction Matrix

An Induction Matrix is similar to a Semantic Features Analysis Matrix. A set ofconcepts are analyzed across a set of common categories of features, and theunique pertinent information about each category is noted on the matrix as theinformation is learned. As a Think-ahead activity, students can list in lightpencil on the matrix any knowledge they may have about each category. Later,this can be revised as students learn new information when the concept isstudied.

The Induction Matrix is a teaching device that should be used, revisited, andupdated throughout a unit of study. It can be introduced at the beginning of theunit, and then revisited at the beginning and end of the exploration of eachconcept represented on the matrix.

AGE

GENDER

HEREDITY

DIET

STRESS

EXERCISE

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

Relationship of Cardio-Respiratory Risk factors

SMOKING

The guidelines below illustrate how the induction matrix might be used at thebeginning of a lesson to activate background knowledge.

Teaching Tips

Step 1 Identify the major concepts to be studied, and list them on the left side ofthe Induction Matrix.Because Induction Matrix often requires a lot of room for all of thepertinent information to be noted, you may wish to devote a large spaceon the wall or board for it. Large sheets of butcher paper are ideal.

Step 2 Identify the categories of features, and note these in the perpendicularcolumn on Induction Matrix.

Step 3 Introduce the list of concepts and feature-categories and have studentsbrainstorm and list in light pencil background knowledge they have forany of the categories.

Step 4 Have the students generate questions they may have about any of theconcepts, and list these on a separate paper.

AGE

GENDER

HEREDITY

DIET

STRESS

EXERCISE

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

NO

NO

NO

YES

YES

YES

YES

Men = poorWomen = better

+/-

Negative impact

+/-

Negative impact

Positiveimpact

+/-

Negative impact

Negative impact

Positiveimpact

Older you get, the weaker your system

Older you get, the weaker your system

Risk of C-R disease increases if there is a family history

High diet in saturated fats & salt increases the risk of heart disease

Too much stress can lead to heart disease

Smoking is extremely hazardous to C-R system

Great way to minimize negative risk factors & maintain a healthy C-R system

Relationship of Cardio-Respiratory Risk factors

Lesson by Deb Darson, Cheryl Poth, & Maria del Carmen Ponce

Minimal

SMOKING

Men = poorWomen = better

Can’t control aging, but can control other factors that increases aging process

Female systems are generally healthier

Step 5: Have students work with partners or small groups of four to formulatebest guesses, based on their background knowledge, about what theythink is accurate information in each box n the matrix. Encourage themto note their responses in light pencil because later, they will berevisiting each box to update the information in them based what havelearned during the lesson.

Step 6 After each concept has been studied, have students identify pertinentinformation for each feature-category, and list it on the Induction Matrix.Depending on the complexity and density of the information beinglearned, you may need to assist students as they identify the pertinentinformation for each feature-category.

When you first beginning using the an Induction Matrix, you may want toapply the I do it, We do it, Y’all do it, You do it instructional paradigm.Thus, for I do it instruction, you would identify the specific information tolist in a feature-category, thus modeling the process.

For We do it instruction, you and your students will co-construct thematrix. Here, you will be asking guiding questions and providingprompts as students make suggestions regarding what should be listedin each features-category.

For Y’all do it instruction, you can utilize various forms of “jig-saw”cooperative learning routines. For example, have the students formteams, and either:(a) assign each team the same category and later have teams compare

and merge responses. You facilitate the discussion, ensuring thatwhat is eventually noted on the matrix is precise and accurate.

(b) assign each team a different category, and have each team generatean appropriate response for that category and later share it with theclass. Here, your role is to ensure that responses are precise andaccurate as each teams’ response is noted in the respectivecategory on the Induction Matrix.

As a You do it assignment, you can assign as homework the task ofgenerating the pertinent details for each feature-category for a specificconcept. The next day, you can facilitate a class discussion wherestudents use the information from their homework assignment todetermine what should be listed on the Induction Matrix for the specificconcept being examined.

Step 4 Periodically, you should create activities that require students toelaborate on the information depicted on the matrix.For example, you can have students form teams, and then each teammember is responsible for “re-teaching” one of the categories for aspecific concept. This student is then responsible for explaining theinformation in that category to his/her team members.

Another way to facilitate elaboration is to assign each different team theresponsibility of explaining the similarities and differences of a differentcategory of features as they compare across several concepts.


LINKList, Inquire, Note, Know more about...adapted from...Estes, T. & Vaughn, J. (1986). Reading and reasoning beyond the primary grades. Boston, MA: Allyn and Bacon.

LINK activates students thinking by having them to identify words from theirbackground knowledge that link to a key word from the topic they will belearning and then interviewing their peers to learn more about it.

Teaching TipsListSelect a word or idea that is central to the upcoming lesson, write it on theboard, and then ask students to brainstorm and list associated words or ideasfrom their background knowledge. Allow three minutes for them to completethis step. Next, have each student identify one of the ideas from their list andnote them on the board. If time permits, have students provide an additionalword.

HINT: To accommodate the needs of less capable learners since theywill likely have shorter lists, you may want to call on them first.

InquireHave students find out as much as they can about the list items by interviewingeach other. At this step, you should resist the temptation to explain list itemsyourself.

NoteErase the list, leaving the original word or idea that is central to the upcominglesson. Give students one minute to list everything they now can think of that isrelated to the central idea.

Know more about...Have students form pairs or teams and then list questions about the centralidea that they would like to know answers to.


PASS pre-readingPreview, Ask & answer questions, Summarize, Synthesize

adapted from...Ellis, E.S. (1993). On teaching strategy sameness in integrated formats. Journal of Learning Disabilities. 26(7), 448-482.

PASS is a pre-reading strategy designed to activate students’ backgroundknowledge and facilitate the forming of inferences about it. Students previewthe reading assignment, and use text clues to help them form predictions andquestions about the passage.

Teaching Tips

PreviewTo complete this step, students preview the chapter by flipping throughthe passage while reading major headings and subheadings as well asanalyzing pictures and other visual aids to acquire an overall sense ofthe content and organization of the passage.

Ask questionsFirst, students list questions about the topic that they hope will beanswered when the passage is more carefully read.Second, students convert all of the headings and subheadings intoquestions.Third, students analyze each visual aid and generate a question of whichthe answer can be found in the information depicted in the visual.Fourth, students read and paraphrase any accompanying study guidequestions.

SummarizeAt this point, students will have developed a pretty good sense of whatthe chapter is about. They then summarize, preferably in one sentence,what the whole passage is about.

SynthesizeStudents tell how the passage topic is related to the overall unit of study.

The I do it, We do it, They do it, You do it instructional paradigm should beapplied when using this procedure. Thus, the first few times students areexposed to this procedure, you should perform the PASS strategy for studentsto model the process (I do it). Then, you and your students together perform theprocedure together a few times in the tradition of guided practice (We do it).Once students seem relatively knowledgeable and competent performing theprocedure, additional practice should require students to perform theprocedure while working in teams (They do it). Eventually, you can occasionallyrequire students to independently perform the procedure as part of ahomework reading assignment (You do it).


1st TRIP: a text perusal strategyTitle, Relationships, Intent of questions, Put in perspective

An effective “think ahead” technique for both introducing a new text chapter andfor increasing reading comprehension is to facilitate perusal of the chapter.“1st TRIP” (as in “the first trip through the chapter”) is a text perusal strategydesigned to utilize key text clues or “hints” such as titles, headings,subheadings, pictures, vocabulary terms, summary statements, and questionsto gain some idea of what the overall chapter will be about. Performing thestrategy requires the use of several very powerful cognitive learning strategiessuch as activating background knowledge, predicting, analyzing questions,paraphrasing, and summarizing.

The graphic organizer frame depicted below can be used to facilitate textperusal.

1st TRIP through the chapter

Title paraphrased

Relationships

Put in perspective

Intent of questions

Topic of previous chapter Topic of next chapterTopic of last chapter

Unit

Topic of next chapter

Name

Topics of this chapter

Title paraphrasedHere, the title of the chapter is read and then re-worded or explained; a new titlethat may better reflect the content of the chapter can also be substituted for theoriginal version. While this action may seem very simple and evenunnecessary, the act requires students to think more deeply about the title in

relation to the chapter and what it means. The process of paraphrasing the titlecan be cognitively challenging to some students.

Relationships shown as a webThe step is completed in two phases. In phase I, text cues are analyzed andsections are scanned to identify essential information. This information isdepicted in web form on the graphic.

The example below is based on the chapter “Land of the Rising Sun” (pp. 222-226) from the textbook, Across the Centuries (Houghton Miflin). In this example,major headings from the chapter were depicted as big ideas on the web (i.e.,Islands of Japan, Early People, Chinese Influence), and then detailsassociated with each heading are accordingly noted. Notice how a “So What?”


Title paraphrased

Relationships

Put in perspective

Intent of questions

Topic of previous chapter Topic of next chapterTopic of last chapter

Unit

Topic of next chapter

Name

Topics of this chapter

How Japan's land forms shaped lifestyleHow Japan's first emperors were different from China's

Religious ideas & practices they had

How & why Chinese culture spread in Japan

Why Japanese people were isolated and how this affected their early culture. How religion and emperors

evolved

Asian Civilizations

China & the Larger World

Developing National Culture

Kana, John, Susan, and Rita

Early People Chinese Influence Islands of Japan(what the land is like)

"Land of the Rising Sun"- Japan is east of China so seems like sun rises over it

Early Religion

Early Cultures

Jomon100-200 BCfrom Korea?fishers & hunters

200 BC ...Yayoirice farmingmetal tools

300 BC...warrior class"tomb culture"- armor - crowns, Etc.

believed Emperordescended from

Sun Goddess

552 Korean king sends emperor statue of Buddha & scriptures

spread of Buddhism & Chinese culture encouraged by leaders

sea - big resource* food* transportation* barrier from invasions

hills & mountains

not many natural resources

resources

not much land for farming

brought Chinese artists, craftsmen & clerks to Japan

Shinto(natural world isfilled with spirits)many

earthquakes& volcanoes

statement has been formed at the bottom of each section of the web. Theseare designed to capture the essence of what that particular section of the textwas about.

Once the essential information in the chapter has been depicted in web form,Phase 2 of this step (optional) is implemented. Here, using a different color,additional information from students’ background knowledge can be added tothe web.

Intent of questionsTo complete this step of the strategy, chapter questions are paraphrased. Theintent (i.e., “What is it they want me to know or understand?) of each question isnoted on the graphic. While the answer to each question may be illustratedsomewhere on the web, the purpose of this step is to facilitate students’thinking about what it is they need to be learning; the purpose is NOT for themto answer these questions at this point in the learning process.

Put in perspectiveIn the last step of the strategy, all of the information gathered when performingprevious steps is used to form some basic BIG IDEA statements about whatthe whole chapter seems to be about. These are put into a perspective of whatthe unit is about, what was recently studied (previous chapter) and what will bestudied next (the next chapter). In other words, where we’ve been, where weare, and where we’re going in the future.

Teaching Tips1st TRIP can be used anytime you are beginning a new chapter. For example,you can construct a 1st TRIP graphic and present it to students as a way tointroduce a new chapter and prepare students for a reading assignment.Ultimately, however, the ideal goal is to enable students to independently usetext perusal strategies like 1st TRIP in your class as well as in all of their otherclasses where text reading is important.

Caution! You may be tempted to only occasionally use 1st TRIP whenintroducing students to a chapter (e.g., use it once or twice each semester).This approach is a good idea if the intent is to simply introduce new chaptersin an unusual way.

However, if you hope that students will learn to use the procedureindependently both in your class and in others, its best to “stick with it” for a

period of time and consistently use the strategy, chapter-after-chapter. Onlythrough consistent use and ongoing instruction in how to use the strategywill students truly develop generalized skills in its application.

Since performing the 1st TRIP strategy is a skill that must be systematicallydeveloped in students, the I do it, We do it, They do it, You do it instructionalparadigm is recommended. Suggestions for implementing each of theinstructional phases are offered below.

Using I do it tactics with 1st TRIPI do it tactics should be used when students are generally unfamiliar with the1st TRIP strategy. In most cases, you should use I do it tactics for a minimumof two consecutive chapters.

The first time you expose students to 1st TRIP, it is best for you to complete thegraphic for a new chapter ahead of time; then, when introducing students to thenew chapter, provide them with a copy of the graphic and walk them through the1st TRIP process. To involve students, you can have them brainstormadditional ideas from their background knowledge to add to the graphic.Remember to use a different color when noting background knowledge ideas.

Later, at the end of your lesson, it is a good idea to facilitate a discussion aboutthe 1st TRIP strategy. This debriefing is an ideal time to ensure that studentsbecome aware of critical information about the strategy. At this early stage inlearning about the strategy, it is best to focus primarily on how the procedure ishelpful to students. Sample questions to pose during this discussion include:

“Today, we began our lesson by doing something called 1st TRIP (showstudents the graphic) I’m wondering about how doing 1st TRIP helps youunderstand the social studies we are studying right now? How does ithelp?”

“Are there some different ways we could use 1st TRIP? Different times itcould be used?”

“I’m wondering if doing 1st TRIP now will be helpful to you later when youstudy the chapter?...Why? ...How?“

“What about when you are studying for a test... How could you use your1st TRIP graphic when studying for a test?”

For the second time you use 1st TRIP with your students, you should prepare aoverhead transparency of a completed version ahead of time and then providestudents with a copy of a blank 1st TRIP form. As you go over your version withstudents using an overhead projector, students can take notes from it.

Hint: When using an overhead transparency to present information on the1st TRIP graphic, be sure to allow enough time for students to write theirnotes for each section. It is best to show students only one part of thegraphic at a time. Other parts should be covered with a piece of paper orsticky-note (see the figure below).


Title paraphrased

Relationships

Put in perspective

Intent of questions

Topic of last chapter

Unit

Topics of this chapter Topic of next chapter

Name

Using a piece of paper or sticky-note, be sure to cover all but the specific section of the graphic upon which you want to focus students’ attention.

Using We do it tactics with 1st TRIPWe do it tactics are used to provide guided practice as students learn toconstruct the 1st TRIP graphic themselves. Here, you will be co-constructingthe 1st TRIP graphics with your students on at least two different chapters.

Create a completed 1st TRIP graphic of an upcoming chapter ahead of time touse as a private guide, but do not show it to students. This private guide willallow you to smoothly and effectively model each step of the strategy.

During the first co-construction, write the steps of 1st TRIP on the board andprovide students with a blank copy of the form. Using a transparency of theblank form and an overhead projector, walk through each step of the strategy.Ask students to cue you what to do, but you actually do most of the key

behaviors involved in performing the strategy step. Ask students to help youformulate responses. For example, you might say something like:

“Today, to begin this next chapter, we are going to do 1st TRIP together.O.K., now as I do the strategy, you tell me what I need to do, and provide mewith some help as I do it. The first step says ‘Title paraphrased.’ Somebodytell me what that means and what I’m supposed to do... “

“...The title of this next chapter is ‘Europe after the Roman Empire’ ...I needto put this in my own words... can someone help me paraphrase this? Whatwould be another way of saying is ‘Europe after the Roman Empire’?”

In the tradition of providing guided practice, you should gradually shift theresponsibility for performing each step of the strategy on to students.

You should continue to debrief the strategy at the end of lessons that involvedperforming the 1st TRIP strategy. Key points to stress during this stage ofinstruction include:

* What the strategy is and what its designed to do.

* Why the strategy is a good idea to use.

* How the strategy works and how parts of it are similar or different fromstrategies students are already using.

* When it is a good idea to use the strategy...when one shouldn’t bother touse the strategy.

Sample questions to pose during this discussion include:I’m wondering about how doing 1st TRIP today will be helpful to youwhen reading the chapter later? In what ways will it help?

What parts of 1st TRIP are similar to the kinds of things you already dowhen getting ready to read a chapter? How are they similar?

What parts of 1st TRIP are different from what you usually do? How arethey different?

Which of the 1st TRIP steps are the most important to do? Why?... leastimportant? Why? ...Hardest to perform? ...Easiest to perform?Note: For other ideas, see Strategy Learning Logs,.

Using Y’all do it tactics with 1st TRIPThere are a wide variety of cooperative learning based They do it approaches toperforming 1st TRIP. Generally, students form groups and then work together

to perform the strategy at the beginning of each new chapter. After each grouphas constructed the graphics, they can be shared or compared with each other.

Providing students with quality feedback regarding how well they areperforming the strategy is particularly important. The expectation that studentsperform the strategy effectively and efficiently should be clearly communicated.

Part of their grades should be based on their ability to perform 1st TRIP. Thus,the products that students create as a result of performing 1st TRIP should beturned in for evaluation and grades should be assigned to them. If you don’tgrade these products, it is very likely that students will not take the processseriously nor learn the strategy effectively.

They do it activities should be continued until students are very familiar with thestrategy and can generally perform it with little assistance from you. Thenumber of practice opportunities required will greatly depend on thesophistication of your class and how well your students work in cooperativelearning formats. Generally, 1st TRIP should be applied to at least four differentchapters using the cooperative learning procedures.

Using You do it tactics with 1st TRIPYou do it activities involve independent performance of the strategy, so, at thispoint, students should be very familiar with the strategy and able to perform itwith little assistance. An example of an appropriate assignment at this point isto require each student to complete a 1st TRIP organizer as a homeworkassignment in lieu of assigning a set of study guide questions to be answered.

Independent assignments to perform 1st TRIP need not be explicitly assignedevery time you begin a new chapter. It is a good idea, however, to set up asystem whereby students get bonus points for doing so without beingreminded by you. Moreover, you may also want to promote generalization of thestrategy by awarding bonus points anytime students use the strategy in otherclasses and then provide you with evidence of doing so.


The Synetic Conceptual Set-upSynetics are essentially synonyms that liken new concepts that students arelearning to parallel concepts that are already well known to students. They canbe used as ‘conceptual set-ups’ at the beginning of a lesson to illustrate to

students how the new idea or process students will be learning is similar tosomething they already know.

For example, to provide a Synetic conceptual set-up at the beginning of alesson about atoms, you might say something like…

Think about what an apple looks like when you cut it in half and are looking atthe inside part. You have an area right in the middle that’s called the core. Thenis area is surrounded by seeds, Next is the pulp (that’s the part you eat), andthen there is the skin. Atoms look at lot like the inside of an apple. Like anapple, it has a core, called a nucleus, and then it has things that surround thenucleus called protons and neutrons. “

To provide a Synetic conceptual set-up for teaching students a writing strategymight say something like…

“How many of you can ride a bicycle? I see that everybody can. Thinkback when you were learning to ride a bike. Most of you started withtraining wheels, right? Having training wheels allowed you to learn someaspects of bike riding first, like how to steer and how to put on brakes.Once you mastered those skills, then somebody took the training wheelsoff so you could learn the balancing part of bike riding. Chances are,somebody would run along side of you holding your bike up for a fewmoments and would give you a shove. You’d go a little way and thencrash. Then this person would help you get started again, give anothershove, and you’d go a little further before crashing. Finally, you wouldneed any help at all. Do you remember that? It seemed pretty hard whenyou first started trying to ride a bike on your own, but once you figuredout how to do it and got some good practice riding, you had it. Now whenyou ride a bike, you don’t even think about what to do. You just do itautomatically and use a bike like a tool to get you where you want to be.”

“Today, we will beginning learning a new strategy for writing paragraphsand themes. Learning this strategy will be a lot like learning to ride abike. First, we’ll be learning some aspects of the strategy before trying todo the whole thing at once… like training wheels on a bike. Then, onceyou’ve mastered those parts, we’ll start learning how to do the wholething. But like when the training wheels were taken off your bike andsomebody running along next to you holding you up before you took offon your own, I’ll be providing you with support as you learn to do thewhole strategy. Then you try it on your own, and each time you do, youwill be able to go further and further with your writing.”

“Like riding a bike, eventually with practice you will be able to performthis strategy so well you won’t even have to think about it. You’ll just do it.

Like a bike, it will be like a tool you use to get you where you want to bewith your writing.”

A Synetic conceptual set-up can be enhanced visually with mind maps orgraphic organizers. In the illustration below, a mind map was used as aconceptual set-up for teaching fourth grade students about photosynthesis.The teacher began by reviewing the ingredients for making cup cakes, and the

origins of those ingredients. Next, a series of cartoons were developingillustrating each of the stages of making a cup cake.Then the teacher introduced the “ingredients” associated with photosynthesisand the origins of those ingredients. Next, in parallel fashion to the steps ofmaking a cup cake, the teacher illustrated the basic steps of photosynthesis.

Because the teacher used the Synetic conceptual set-up at the beginning of thelesson, students very quickly mastered was is normally a very difficult abstractconcept to teach – photosynthesis.


The PROP advance organizerPrior knowledge, Relationships, Organization, Plan

A considerable body of research has demonstrated that advance organizersare a powerful teaching technique for beginning a lesson. Advance organizershelp students get their minds off of other things (e.g., boyfriends, going to theirlocker, etc.) and cognitively prepare the learner by providing the “intellectualscaffolding” needed for subsequent learning.

Effective advance organizers have several characteristics. These include:• Activate students’ prior knowledge.

• Clearly communicate the goals and expectations for learning to studentsand establish a set.

PROP advance organizer date________

Prior knowledge & questions Prior knowledge activity:

Key knowledge

Relationships

Organization of ideas

Key Questions

Plan of lesson 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ © 2001 Masterminds Publishing, LLC graphicorganizers.com

Terms

• Make students aware of the structure of the content and of devices that willbe used to facilitate understanding.

• Help students see the connection between what is being taught and thereal world.

• Alert students to the steps or phases of the lesson.

The PROP advance organizer is designed to provide students with a briefoverview of what they can expect for the up-coming lesson. Since it can also beused as a lesson plan, the amount of “extra work” that is required for teachersto use it is minimized. The best approach is to make transparencies of thePROP form, and then, using a water-soluble marking pen, complete most of itprior to class when planning your lesson. At the beginning of class, show thecompleted PROP advance organizer on an overhead projector and use it tointroduce your lesson (see figure below).

With the exception of noting a few key background knowledge ideas that aregenerated during the prior knowledge activity and a few questions that studentsgenerate, you should complete all of PROP prior to class. Unlike many of thestrategies in this program, PROP is strictly a teacher tool and is not somethingyou will be teaching students to use independently.

Teaching Tips

Prior knowledge activated/questions generated.To prepare...Select an activity designed to activate students’ prior knowledge about the to-be-learned subject. You can use any of the ones suggested earlier in thissection of the program (e.g., Truth or Dare Guide, KTW, LINK, etc.) or you candesign you own. Note the name of the activity on the PROP form.

PROP advance organizer date________

Prior knowledge & questions Prior knowledge activity:

Key knowledge

Relationships

Organization of ideas

Key Questions

Plan of lesson 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ © 2001 Masterminds Publishing, LLC graphicorganizers.com

Terms

When using PROP advance organizer with students...Using an overhead projector and a transparency of the completed PROP form,reveal the “P” step as you introduce the background knowledge activity. Forexample, you might say something like...

“Today, we are going to begin taking a close look at the Crusades.You’ve all heard of ‘Knights in Shining Armor.’ Here’s a picture of what atypical Crusader looked like -- In what ways is it different than mostpeople’s image of a knight... Here’s my advance organizer for today(show transparency of PROP). Let’s start by activating what we alreadyknow about Crusades. We’ll begin a new Rainbow web today...”

Following the activity, select and list a few ideas from students’ backgroundknowledge that are closely related to the main idea of the lesson. For example,you might say something like...

“There were several ideas you identified that are central to understanding`the Crusades. Five really important ones were ‘Middle Ages’ (writingon the PROP transparency form as students observe), ‘Christians went...’etc.”

List one or two key questions students may have identified during the activity aswell as introduce and then list one or two of your own that address keyconcepts of the lesson.

“Of the various question you identified, I’m going to list a couple that werereally right on target. (writes) ‘Why did they have Crusades?’ etc.”

“Here are a couple of my questions that you should be able to answer bythe end of the lesson... “(show Teacher’s questions on the PROP form). “

RelationshipsTo prepare...First note on the PROP form the central idea of the whole lesson.Next, note an “If...Then...” statement on the form that shows the connectionbetween understanding key concepts of the current lesson and understandingan important concept or big idea.

When using the PROP advance organizer with students...Introduce the central idea of the lesson and then, using the If....Then...statement, explain the connection between the central idea and contemporarylife. For example, you might say something like...

Here’s the big idea of the whole lesson today...’When cultures interact,(even when at war with each other), ideas and trade usually spreads...so

how did this happen with the Crusades? You may not realize it, but termsof accomplishing what they set out to do, the Europeans pretty muchfailed in their mission. The Crusades were a series of wars and battlesand most were pretty much lost....but hold on a second...in many ways,they greatly benefited from the Crusades anyway although they probablydidn’t realize it at the time. As a result of the many journeys that tookplace during the Crusades and all the exposure to other cultures, theEuropeans got more curious about the rest of the world and startedexploring more. (pointing to the If/Then statement on the PROPtransparency). Thus, here’s what you need to understand from thislesson. If you understand how the ‘lost’ Crusades benefited Europeanculture, then you’ll understand why they began to explore other parts ofthe world, and eventually, discover America.

OrganizationTo prepare...Determine the best structure of the to-be-learned information (e.g., Hierarchic,Compare/Contrast, or Cause/Effect frame, etc.), and if appropriate, develop thegraphic organizer. Note the name of the type of structure on the PROP form.

When using the PROP advance organizer with students...Inform students about how the up-coming information has been structured. Forexample, you might say something like...

“To understand this better, we will be using two organizational devicestoday. First, we will use a hierarchic frame form to list various ways theEuropeans benefits from the Crusades, even though they technically“lost” them. Later, we’ll use the If/Then/Because frame to show how whencultures interact, they benefit even though they were at war.“

PlanTo prepare...Determine the major events of the lesson and then list them in order ofoccurrence on the PROP form.

When using the PROP advance organizer with students...Show students the list of planned events for the lesson and briefly describeeach. Later, as each event is completed, show students the transparency andthen check off the event and cue them that you are now moving to the nextevent.


DRAFT plans strategy

Effective teachers other include involve students in project work. Manystudents, however, often impulsively jump into developing their project.In contrast, effective learners proactively consider several key elementsbefore beginning and then use this information to proactively formulateplans for their project. The DRAFT project planning strategy is designedto enable students to more effectively and reflectively plan their projects.

Using the DRAFT Planning Strategy

The DRAFT strategy can be used anytime the team needs to formulatespecific plans for implementing activities. For example, it can be used toformulate specific plans when conducting an investigation, and it can beused again later when planning the presentation. The steps of the strategyare:

Decide on tasksReveal potential resourcesAssign dutiesForecast barriersTarget solutions

A description of the each of the strategy steps is provided below.

Decide on tasks* brainstorm to identify specific tasks* determine priority & order that tasks should be completed

To begin using the DRAFT Planning Strategy, the team should brainstormto identify the various tasks needed to conduct the investigation and developthe subsequent presentation. Some tasks identified by the group may bemajor while others may be relatively insignificant; thus, duringbrainstorming, its usually best to first note all the tasks on a separate sheetof paper. Then the team decides which are the more significant tasks, andthese are listed on the DRAFT Think Sheet. Depending on the complexity ofthe project, the team may use more than one think sheet to list all of thesignificant tasks. The figure below illustrates how the Peace Corps teamlisted some of the major tasks of their project on the think sheet.

Reveal potential resourcesBrainstorm to identify potential...

* print resources and probable location* human resources (persons with specialized knowledge or experiences)* tools & supplies needed to implement a task

Once the major tasks have been listed, the next step is to identify potentialresources that might be used to complete the task. One resource might beinformation-providing items, such as books, films, the Internet, or personsto interview, while others might be tools to use, such as a computer or artsupplies. The figure above illustrates how the Peace Corps team identifiedon their DRAFT Think Sheet the potential resources for each task listed.

Assign duties* dissect each task & identify specific jobs* match jobs with unique talents & abilities

Determine tasks Reveal resources Assign duties Forecast barriers Target solutionsIf... Then...Who? Does what? By when?

If... Then...Who? Does what? By when?



DRAFT plans Think-sheet Project:

The next decision the team should make is to determine who will beresponsible for completing each of the major tasks. While the whole teammight work together to complete a task, someone needs to be identified asthe leader who will ensure the task gets completed in a timely, and qualitymanner. In the think sheet, students plan assignments by responding tothe “Who...does what...by when” cues. Particularly important is for the teamto consider the unique talents or skills of individual team members try tomatch these with tasks.

Forecast potential barriersBrainstorm to identify potential obstacles that might be encounteredfor each task

Target potential solutionsBrainstorm to identify potential solutions to each barrier.

Determine tasks Reveal resources Assign duties Forecast barriers Target solutions

DRAFT plans Think-sheet Project:

An important thinking skill most students need to develop is to anticipatepotential trouble and develop plans for either avoiding the trouble, or solvingthe problem if they do encounter it. In short, to take a proactive approach toproblem solving. Thus, for each task, students should identify at least onepotential obstacle that might be encountered while completing the task, andthen identify something that might be done if the problem is encountered.This can best be expressed using “If...Then... “ statements (i.e., If (thishappens) Then (this is what we will do).

The figure below shows how the team planning research on the PeaceCorps developed tentative plans for each category. As one of varioussources of information to investigate, the Peace Corps team planned onsurveying their audience to determine what people already know, or at leastthink they know, about the Peace Corps; the team also planned on inventinga local version of a Peace Corps. In this example, the team has targeted allthree areas (investigating, experimenting and inventing); other teams mighttarget only one or two of these three areas.

Another important action an investigation team should take when planning aproject is to review the time frame in which activities should be completed.Each team should establish dates for team-meetings based on schedulesthat work for individual team members. Timeline or calendars should bemarked to indicate three things: (i) due dates for each task, (ii) presentationdue date, (iii) dates and times of team-meetings.

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