Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide think-sheet .

The following are examples from the Makes Sense Strategies illustrate techniques for activating knowledge and creating anticipation for learning

Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide think-sheet .

Financial reasons

What motivated Columbus?

is about why Columbus risked crossing the Atlantic

Religious reasons Fame reasons

Coded Brainstorm Guide

Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide

Financial reasons

What motivated Columbus?

is about why Columbus risked crossing the Atlantic

Religious reasons Fame reasons

At the beginning of the lesson …

Step 2: Students work in teams of 4 to form their “best guess” about details related to each topic

Coded Brainstorm Guide

Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide

At the beginning of the lesson …

Step 2: Students work in teams of 4 to form their “best guess” about details related to each topic

Step 3: Students then code their guesses.!! = Very confident this is correct

! = Pretty confident

? = Just a guess

?? = Wild guess

Financial reasons

What motivated Columbus?

is about why Columbus risked crossing the Atlantic

Religious reasons Fame 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.

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.

!!!!

!!!

??

?

?? ??

that

Coded Brainstorm Guide

Step 1: Note lesson topic and main ideas on the Coded Brainstorm Guide

At the beginning of the lesson …

Step 2: Students work in teams of 4 to form their “best guess” about details related to each topic

Step 3: Students then code their guesses.

Financial reasons

What motivated Columbus?

is about why Columbus risked crossing the Atlantic

Religious reasons Fame 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.

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.

!!!!

!!!

??

?

?? ??

Step 4: Teach lesson

At the end of the lesson …

Step 5: Reflect & Review by having students revisit their Brainstorm Guide & change their codes !!

!!Columbus wanted to spread Catholic religion for Queen Isabella

that

Induction matrix

The next example illustrates use of an induction matrix for activating knowledge and creating anticipation for learning at the beginning of a unit about heart disease

Step 1: Note the title

Relationship of Cardio-Respiratory Risk factors

AGE

Relationship of Cardio-Respiratory Risk factors

Step 2: Note the one of the topics about which you will be studying

AGE

DIET

Relationship of Cardio-Respiratory Risk factors

Step 3: Ask students to anticipate other related topics and list them on the matrix

AGE

DIET

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 3: Ask students to anticipate other related topics and list them on the matrix

AGE

DIET

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 4: Once students have exhausted their list of topics, add the remaining topics you plan to teach

AGE

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 4: Once students have exhausted their list of topics, add the remaining topics you plan to teach

GENDER

AGE

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 4: Once students have exhausted their list of topics, add the remaining topics you plan to teach

GENDER

AGE

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 4: Once students have exhausted their list of topics, add the remaining topics you plan to teach

CAN YOU CONTROL

THIS?

GENDER

AGE

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 5: Introduce the categories of information

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

GENDER

AGE

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 5: Introduce the categories of information

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 5: Introduce the categories of information

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NO

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 6: Model for students how to complete each information box

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 6: Model for students how to complete each information box

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

Step 6: Model for students how to complete each information box

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

YES DONÕT KNOWIf you get fat, you might have a heart attack

Do not know

Step 7: Ask students to work in pairs to note in light pencil possible answers to each section

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

YES

YES

DONÕT KNOWIf you get fat, you might have a heart attack

If youÕre in shape, you donÕt breath as hard

DONÕT KNOW

Do not know

Do not know

If you are in shape, you don’t breath as hard

Step 7: Ask students to work in pairs to note in light pencil possible answers to each section

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

YES

YES

YES

DONÕT KNOWIf you get fat, you might have a heart attack

If youÕre in shape, you donÕt breath as hard

Bad for youBad for you

DONÕT KNOW

Do not know

Do not know

If you are in shape, you don’t breath as hard

Do not know

Do not know

If you are in shape, you don’t breath as hard

Step 7: Ask students to work in pairs to note in light pencil possible answers to each section

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

YES

YES

YES

NO

DONÕT KNOWIf you get fat, you might have a heart attack

If youÕre in shape, you donÕt breath as hard

Bad for youBad for you

DONÕT KNOW

No impact No impact

Do not know

Do not know

If you are in shape, you don’t breath as hard

Step 7: Ask students to work in pairs to note in light pencil possible answers to each section

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY

DIET

STRESS

SMOKING

EXERCISE

Relationship of Cardio-Respiratory Risk factors

YES

YES

YES

NO

NO

DONÕT KNOWIf you get fat, you might have a heart attack

If youÕre in shape, you donÕt breath as hard

Bad for youBad for you

DONÕT KNOW

No impact No impact

No differences No differences

Do not know

Do not know

If you are in shape, you don’t breath as hard

Step 7: Ask students to work in pairs to note in light pencil possible answers to each section

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

GENDER NO Men = poor

Women = better

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-

STRESS YES Negative impact

Negative impact

SMOKING YES Negative impact

Negative impact

EXERCISE YESPositiveimpact

Positiveimpact

Relationship of Cardio-Respiratory Risk factors

NO

Step 8: Teach the lesson, and have students correct their matrix to reflect new information as neededDuring the lesson, the induction matrix now

serves as a structured guide

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGE NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-

STRESS YES Negative impact

Negative impact

SMOKING YES Negative impact

Negative impact

EXERCISE YESPositiveimpact

Positiveimpact

Relationship of Cardio-Respiratory Risk factors

NO

Step 9: Add the “Conclusions” or “So what?”dimension

After the lesson has been completed, you can now use the induction matrix as a “Reflective Review” tool

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-

STRESS YES Negative impact

Negative impact

SMOKING YES Negative impact

Negative impact

EXERCISE YESPositiveimpact

Positiveimpact

Relationship of Cardio-Respiratory Risk factors

NO

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-High diet in saturated fats & salt increases the risk of heart disease

STRESS YES Negative impact

Negative impact

SMOKING YES Negative impact

Negative impact

EXERCISE YESPositiveimpact

Positiveimpact

Relationship of Cardio-Respiratory Risk factors

NO

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-High diet in saturated fats & salt increases the risk of heart disease

STRESS YES Negative impact

Negative impact

SMOKING YES Negative impact

Negative impact

EXERCISE YESPositiveimpact

Positiveimpact

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

Relationship of Cardio-Respiratory Risk factors

NO

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-High diet in saturated fats & salt increases the risk of heart disease

STRESS YES Negative impact

Negative impact

SMOKING YES Negative impact

Negative impact

Smoking is extremely hazardous to C-R system

EXERCISE YESPositiveimpact

Positiveimpact

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

Relationship of Cardio-Respiratory Risk factors

NO

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-High diet in saturated fats & salt increases the risk of heart disease

STRESS YES Negative impact

Negative impact

Too much stress can lead to heart disease

SMOKING YES Negative impact

Negative impact

Smoking is extremely hazardous to C-R system

EXERCISE YESPositiveimpact

Positiveimpact

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

Relationship of Cardio-Respiratory Risk factors

NO

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/-

DIET YES +/-High diet in saturated fats & salt increases the risk of heart disease

STRESS YES Negative impact

Negative impact

Too much stress can lead to heart disease

SMOKING YES Negative impact

Negative impact

Smoking is extremely hazardous to C-R system

EXERCISE YESPositiveimpact

Positiveimpact

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

Relationship of Cardio-Respiratory Risk factors

NO

Men are more likely to get heart disease, so itÕs especially important for them to take care of themselves

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

CAN YOU CONTROL

THIS?

EFFECT ON CIRCULATORY SYSTEM?

EFFECT ON RESPIRATORY SYSTEM

SO WHAT?

GENDER NO Men = poor

Women = better

AGERisk increases with age, so its important to focus on factors you can control

NOOlder you get, the weaker your system

Older you get, the weaker your system

HEREDITY NO +/- +/- Risk of C-R disease increases if there is a family history

DIET YES +/-High diet in saturated fats & salt increases the risk of heart disease

STRESS YES Negative impact

Negative impact

Too much stress can lead to heart disease

SMOKING YES Negative impact

Negative impact

Smoking is extremely hazardous to C-R system

EXERCISE YESPositiveimpact

Positiveimpact

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

Relationship of Cardio-Respiratory Risk factors

NO

Men are more likely to get heart disease, so itÕs especially important for them to take care of themselves

Step 10: Ask students to draw conclusions about each topic and note them on the matrix

Want to know about...

Expect to learn about...

Know already ...

This example is an adaptation of KWL

Want to know about...

Expect to learn about...

Know already ...

Family of Louse XVI involved "Let them eat cake" Leaders of both sides

Famous battles

Stuff that led up to it * what the King did that was so bad * roll of the Catholic Church * taxes

Changes in everyday life

Did it effect other countries like Russia?

What happened to King & royal family?

Why they used guillotine so much

How the church was involved

Demolished monarchy forever

French Revolution

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

Bastille - many were imprisoned for no reason

Napoleon involved

Bad social situation (super rich vs. very poor)

Violent - used guillotine a lot

Time line for what happened

Outcomes of it

In what ways is KEW more cognitively “robust” than KWL?