Activating Prior Knowledge and Reflective Tools
Activating Prior Knowledge and Reflective Tools
1. Anticipation Guide
The teacher writes a number of statements to elicit a response to a topic. Students write
an initial response to the topic and then discuss responding in small groups or in class.
Students then listen to a lecture, watch a film, have a debate, or complete a reading.
Afterwards, students write a response indicating why their opinions changed or were
strengthened.
Clustering helps students to survey subjects and to see the connections between
various associations. Students
Write a “nucleus word” or draw a central image in the center of the sheet.
Record all the words and/or sketch all the images
Circle each word as it is paced on the page and draw a line to the item to
which it most closely relates.
Examine the cluster for closely related words or images that could form the
topic for a unit, or allow for discussion of a concept.
Using the KWL strategy and a three column chart, students identify what they already
know, what they want to know, what they have learned in the lesson or unit. Concept
maps may be used to organize information within the columns, providing a summary
and review of information.
The teacher puts a concept or a question on the board or overhead. Students write
down their thoughts and ideas. In class discussion that follows, students ask questions
of each other while the teacher notes responses. Information is concealed and the
students write down what they remember. Students then note what they have learned
and what they need to know or learn.
5. Bus Stop
Charts are posted around the room; each has a different question/word on it. Students
are divided into groups based on the number of charts that there are. There is a group
of students at each chart. Students brainstorm all the ideas they have on to the sheet.
6. Listen-Draw-Pair-Share
Students draw and label a diagram illustrating what they know about a topic. They
share and compare their drawing with another student (partner) then with the class.
The teacher presents new information, such as assigned reading, a lecture or a film,
and students alter, adapt or redo their drawings. Students share their “before” and
“after” drawings, discussing changes and differences.
7. Picture Puzzle
The teacher finds a picture (photograph, drawing, diagram) in which the subject is not
obvious or is unfamiliar to students. Students discuss what the picture could possibly
represent.
8. Concept Map
9. Frayer Model
Definition: Characteristic
Word
Examples: Non-examples:
At the end of the day, students fill in an exit slip. The content can vary but can
include sentence starters such as:
Students map their learning on a graph in terms of how much they learned today and
indicate what it is they learnt and how powerful that learning was. They can have
another graph going alongside this in a different color to indicate how hard they
worked in emphasis on areas of achievement and areas to improve on.
4. Connect/Extend/ Challenge