Pre-instructional Learning Activities
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The paper discusses pre-instructional activities, such as semantic webbing, graphic organizers and KWL charts, which allow the teacher to access the diverse prior knowledge of each student in order that new learning can be anchored into existing schemes. The paper states that, as mathematical concepts are not necessarily universal, pre-instruction activities can help uncover inconsistencies between prior knowledge, while helping to prepare students on how the concept will be taught in the classroom. The paper also states that pre-instructional activities can be used at the beginning of a new unit or when introducing a new concept in order to help students to focus upon what they already know and to see where the lesson will be going.
From the Paper:"In addition to pre-instruction activities, visual aids and cooperative grouping, there are many other strategies that go into making instruction successful in a diverse classroom, such as repeating and re-phrasing. Clearly, explaining and repeating key terms helps convey the consistent meaning of important phrases frequently used in the classroom on the basis of ongoing learning. According to Furner, Yahya and Duffy, "Because math requires unique vocabulary, syntax, semantic and discourse skills, repeating and re-phrasing are especially important in the mathematics classroom" (2005). In the best classroom scenario, students will be developmentally ready to learn content area information and skills although lacking the sophisticated language proficiency to easily grasp the task at hand. Given the complexity of mathematical language, it is sometimes necessary to simplify terms, such as in word problems, so that students can focus on higher-level math while continuing to learn the requisite language. Abedi and Lord examined the impact that wording and understanding of language has on mathematical testing and found that simple revisions of wording and linguistic modifications of word problems helped to increase the accuracy of mathematics tests so that students were being assessed on their math skills and not language abilities (2001). Specifically, by using familiar or frequent vocabulary, active verbs and shorter phrases and rewording relative and conditional clauses, the ability of English Language Learners improved and led to success on standardized tests. "
Sample of Sources Used:
- Abedi, J. and Lord, C. (2001). The language factor in mathematics tests. AppliedMeasurement in Education. 14(3), 219-234.
- Furner, J. M., Yaha, N. & Duffy, M. L. (2005). Teach mathematics: strategies to reach all students. Intervention in School and Clinic. 41(1), 16-23.
- Henry, R. and Simpson, C. (2001). Picture books and older readers: a match made inheaven. Teacher Librarian. 28(3), 23-27.
- Jenks, C. J. (2002). Teaching reading strategies to english language learners. ERIC Digest ED 479, 134.
- Lems, K. (2005). Music works: music for adult english language learners. New Directions for Adult and Continuing Education. 107, 13-21.
Cite this Descriptive Essay:
Pre-instructional Learning Activities (2008, September 07) Retrieved December 13, 2013, from http://www.academon.com/descriptive-essay/pre-instructional-learning-activities-107559/
"Pre-instructional Learning Activities" 07 September 2008. Web. 13 December. 2013. <http://www.academon.com/descriptive-essay/pre-instructional-learning-activities-107559/>