Theory Base

O C T O B E R 4 , 2 0 1 2

THEORY BASE

DLGE PRESENTATIONS

A MARSDAN GIBERTER FOR FARFIE

A MARDSAN GIBERTER FOR FARFIE

• Work with a partner and determine:

• Who are the main characters?• How do you know this? What is your evidence?

• What is the problem?• How do you know this? What is your evidence?

• How is the problem solved?• How do you know this? What is your evidence?

READING PROCESSES

Readers USE language cue systems:• Semantic – meaning• Syntactic – how language works• Graphophonic – how we spell what we say• AND PRIOR KNOWLEDGE

SCHEMA THEORY: GRAPHIC ORGANIZER

SCHEMA [SCHEMATA] FRAMES SCRIPTS

HIERARCHICAL RELATED

NETWORKS

LEARNING

ASSIMILATION ACCOMMODATION

New information is added to existing

knowledge structure

Existing structure must be altered and/or

reorganized

SCHEMATA – SCRIPTS – FRAMES

ENABLE HUMANS TO:

GENERALIZE – PREDICT – DIFFERENTIATE – DRAW INFERENCES

ITALIAN RESTAURANT SCHEMAFazzoli’s Olive

GardenRistorante Bergamo

Ristorante Italiano

Seating

Ordering

Eating

EXPERIMENT #1

• Think about the story, “A Mardsan Giberter for Farfie”• Would you have been able to comprehend the

story if I had:• Given you a hint: “birthdays”• Brainstormed with you about birthdays• Whistled “Happy Birthday” as you read

PRIOR KNOWLEDGE

•Must be activated

EXPERIMENT #2

• You will each get a story to read.• I will activate your prior knowledge – • Read the header at the top of the page• Follow those directions

• Underline ONLY information related to your role • Read and underline!

AFTER READING THE STORY

• Compare your underlining with a partner at your table• Did you select similar information?• Talk for a minute about any differences

PRIOR KNOWLEDGE

•Must be activated•Must be appropriate

EXPERIMENT #3WHAT IS THIS PASSAGE ABOUT?

The Stone FoxesI was lookin’ over this audience and I see nothin’ but stone foxes. I thought to myself, as soon as the eagle flies, I’m gonna go out and rent me a hog or maybe a deuce-and-a-quarter, I’m not sure. Then I wanna find the honcho of this organization to let him know I’m gonna lay dead ‘cause I’m goin’ with my hog and stone fox to the killin’ floor.

PRIOR KNOWLEDGE

•Must be activated•Must be appropriate•Must be sufficient

EXPERIMENT #4

• You have a list of 20 words• You have 1 minute to memorize this list• After 1 minute: Write as many of the words as you

can remember

• How many items did you remember?• Compare your list with your neighbors list• Any comments?

PRIOR KNOWLEDGE

•Must be activated•Must be appropriate•Must be sufficient•Needs to be organized

PRIOR KNOWLEDGE

• …is the most important factor in learning, according to Schema Theory

BUT . . .• If prior knowledge is so important• If you need prior knowledge in order to learn, then .

. .

How do we ever learn anything in the first place??

THINK ABOUT THE MARDSAN TEXT

• What if you had had to read that text individually and answer the questions?

• Did talking with a peer help you comprehend the text?

VYGOTSKY AND LEARNING

• Sociocultural learning theory:• Language and thought mediate learning• Knowledge is generated through activity-centered social

interactions• Zone of Proximal Development• Students should be presented with tasks that are just

beyond their capabilities – in their Zone of Proximal Development

• With appropriate scaffolding, students can be successful with help from more knowledgeable others

THINK ABOUT COMPLEX TOPICS

• Is there one clear answer to questions involving genetic engineering?• How about issues involved in the present war?• Are you in favor of using student test scores to

evaluate teachers’ job performance?

COGNITIVE FLEXIBILITY

• Sometimes, we need to use more than one schema in our learning.• When schema theory is too simple, cognitive

flexibility comes into play.• Applicable in the case of complex concepts,

situations, and problems• Medical, legal, education professions

READER RESPONSE

• Write the first three words/adjectives you think of when you think of:• Reading a favorite kind of text: (i.e., newspaper [sports,

comics], magazine, mystery, short story, blog, entertainment or hobby website

• Reading a textbook• Share your responses with a neighbor

READER RESPONSE THEORY• Two stances / purposes / responses to reading:• Efferent – focus on facts / information• Aesthetic – personal reactions and associations

efferent aesthetic

• Readers remember relevant ideas and concepts• Have students associate concepts with real-

world applications

FOR NEXT WEEK – OCT. 11

• Read Ch. 6 pp. 166-173, 180-184, & 187-189• Read either the Lloyd (1998) OR Santa & Pearson

(1995)• You DO NOT have to bring a secondary text to

class next week• Your second reflective post is due by

midnight next Thursday, Oct. 11

READING

From Teacher Man by Frank McCourt