Classroom Instruction that Works Robert J

Classroom Instruction that Works Robert J - Classroom...

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C lassroom Instruction that Works Robert J. Marzano, Debra, J . Pickering, Jane E. Pollock, MCREL, 2001. Strategies to activate prior knowledge include: K-W-L (Ogle 1986 in Vacca & Vacca, 1999) In a chart: 1. Students list what they think they already K now about the topic. 2. Students list what they W ant to know about the topic. 3. Students read or research the information, and then list what they L earned about the topic. PreP (PreReading Plan) (Langer 1981 in Vacca & Vacca, 1999) 1. Students list what they think of when they hear the target concept while the teacher writes the list on the board. 2. Students discuss and reflect on their initial responses, stating why they thought of the words on the list, where they first learned about the concept, etc. 3. Students reformulate their ideas of the concept based on the previous discussion. The teacher leads the students to elaborate on and discuss changes in their perceptions of the concept. Learning Logs (Brozo & Simpson, 1999): Students write ideas, questions, or reactions to an idea or concept introduced in class. This can be in the form of a free write, in response to a specific question, or as part of the PreP Plan above. Analogies:
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Classroom Instruction that Works Robert J - Classroom...

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