Scribd Logo
Upload

Welcome to Scribd!

  • 7 views

    Implementation: Stimulating Recall or Prior Learning

    Uploaded by

    Marjie Bay-asen
    The document discusses methods for stimulating recall of prior learning and presenting new information to learners. It describes mind mapping as a technique to organize information and show connections, and jigsaw as a strategy where learners become experts in parts of a topic and teach others. Examples are provided for implementing both techniques in classroom lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Implementation: Stimulating Recall or Prior Learning

    Uploaded by

    Marjie Bay-asen
    7 views4 pages
    The document discusses methods for stimulating recall of prior learning and presenting new information to learners. It describes mind mapping as a technique to organize information and show connections, and jigsaw as a strategy where learners become experts in parts of a topic and teach others. Examples are provided for implementing both techniques in classroom lessons.

    Original Title

    2

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses methods for stimulating recall of prior learning and presenting new information to learners. It describes mind mapping as a technique to organize information and show connections, and jigsaw as a strategy where learners become experts in parts of a topic and teach others. Examples are provided for implementing both techniques in classroom lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    7 views4 pages

    Implementation: Stimulating Recall or Prior Learning

    Uploaded by

    Marjie Bay-asen
    The document discusses methods for stimulating recall of prior learning and presenting new information to learners. It describes mind mapping as a technique to organize information and show connections, and jigsaw as a strategy where learners become experts in parts of a topic and teach others. Examples are provided for implementing both techniques in classroom lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 4

    STIMULATING RECALL OR PRIOR LEARNING

    Contemporary perspectives on learning includes the idea that new knowledge is built
    on previously constructed concepts and mental models. Learners are not “blank slates”
    upon which learning can be scrawled by teachers. Teachers can use different learner-
    centered methods to find out what previous knowledge learners have. “Mind Mapping ” and
    “Use of Videos in Flipped Classroom” are described as examples of learner-centered
    teaching methods for stimulating recall or prior learning.
    Mind Mapping is a useful technique that supports learning, improves information
    recording, shows how different facts and ideas are related, and enhances creative problem
    solving
    Implementation
    1. Explain that this strategy is to organise thoughts and each mindmap will be unique to the
    individual or group. (There is rarely a 'right' and 'wrong' answer.)
    2. Place the main theme in the center of the page. This can be an image, word or combination of
    both.
    3. Create the sub-themes by drawing branches from the main central theme.
    4. Identify connected words, phrases or pictures and place these around the main theme and
    sub-themes, progressively moving outwards to more specific information.
    5. Use very short phrases or single words.
    6. Identify links between different ideas and draw lines to highlight connecting ideas.

    MIND MAPPING
    LESSON PLAN EXCERPT:

    Element of Teaching: Teaching


    Stimulating Re- call or
    Prior Learning Method: Mind

    Mapping

    Time Needed  20 – 45 minutes, depending on the task

    Materials / Devi- ces  Whiteboard markers


    Needed  Computer

    Classroom Ar-  Not needed


    rangements / Other
    Prepara- tions
    Needed

    Procedures  Think what is the central concept or subject you


    want to mind map and write it in the middle of
    the whiteboard
     Ask learners what they know about the subject
    and build subtopics as branches around mind
    map
     Ask learners more questions concerning each
    subtopic

    Example of a mind map

    Source: http://www.techhanger.in/2015/01/mind-mapping-is-one-of-best-ways- to.html


    PRESENTING THE STIMULUS
    Active learner participation in responding to instructional stimulus is more effective
    than passive observation of instruction. Information should be presented in small amounts
    so that responses to questions about the information can be rein- forced frequently.
    “Jigsaw” and “Learning Stations” are described as examples of learner-centered teaching
    methods for presenting the stimulus.

    JIGSAW
    The Jigsaw strategy asks a
    group of students to become
    “experts” on a specific text or body
    of knowledge and then share that
    material with another group of
    students. This strategy offers a
    way to help students understand
    and retain information while they
    develop their collaboration skills.

    LESSON PLANT EXCERPT

    Element of Teaching Method:


    Teaching:
    Jigsaw
    Presenting the
    Stimulus
    Time Needed  60 – 90 minutes
    Materials / Devi-  Handouts of the material
    ces Needed  Questions of the material
     Paper
    Classroom Arran-  Arrange tables in groups for 4 – 6 learners
    gements / Other  Take hardcopies of materials, questions and quiz for
    Preparations Nee- each learner.
    ded
    Procedures  Divide your lesson into 5 – 6 segments and
    prepare materials for these segments
    o For example in history “Mesopotamian
    Trade Routes and Re- sources”:
     Resources in Mesopotamia
     Trading Partners
     Trade Goods
     Preparation of Trade Goods
     Transportation of Trade Goods
     Prepare your questions for every segment; what
    do learners need to know? Build connections to
    realworld situations
     Present the procedure of jigsaw method for your
    learners. Emphasize the responsibility of each
    member of the group: everyone must be able to
    present answers to the questions from stage 1 in a
    new group in stage 2. Ask learners to make notes
    on the questions sheet that has been giving to them
     Divide learners into 5 jigsaw groups and ask them
    to be seated on their tables (Stage 1)
     Give each group the material and questions of their
    segment
     Ask learners to read over the material before they
    start discussion
     Set time limit, 15 – 20 minutes, for this group work

    Groups in Stage 1

     After stage 1 is finished, divide your learners into new


    groups (Stage 2) and ask them to move to new tables. Now
    in these new groups is a mem- ber of each group from stage
    1.

    Groups in Stage 2

     Share materials and questions of the whole material for new


    groups
     Ask learners in these new groups to give a presentation (2
    – 3 minutes each) of their segment. Ask number 1 to
    start, then number 2, etc.
     Ask learners to make notes during the presentations
     Ask learners to return to the stage 1

    group Groups in Stage 3

     Give groups a piece of paper and ask them to


    summarize what they learned from this lesson

     You can divide your learners into jigsaw groups in stage 1:


    TIPS AND GUIDELINES
    o randomly
    o learners may choose

    Number the tables with a piece of paper or sticky note.


    It helps learners to find their table and to avoid disorder
    in a classroom

    You might also like