1.1.2

=1.1.2: Use prior and background knowledge as a context for new learning.=

**Correlations to State Standards and the (NET-S)**
1.B. Define a problem, Formulate Questions, and Refine a Problem and or Questions. PreK-8 1.B.3.a. With guidance, use prior knowledge to formulate and refine questions to meet an information need. 1.B.3.b. With guidance, identify which formulated questions are researchable. 6-8 1.B.3.a. Use prior knowledge to formulate and refine questions to meet an information need. 1.B.3.b. Use background information to refine researchable questions 9-12 1.B.3 Independently and collaboratively, formulate and refine quesitons. 1. Creativity and Innovation 4. Critical Thinking, Problem Solving, and Decision Making This article explains what prior knowledge is, why it's important to activate it, when it should be introduced, and how it is taught. Prior knowledge is defined as the foundation for building new knowledge and the beginning step in a number of stategies that students use to make connections. It discusses 3 types of connections students make, the need for teachers to model thinking through the learning process, and the use of graphic organizers. || **Fontichiaro, K., & Green, J. (2010). Jump-Start Inquiry: How Students Begin When They Don’t Know.** //**School Library Media Activities Monthly, 26**//**(5), 22-23.** This article provides tips for helping elementary students develop questions for inquiry, seek answers, and share what was learned. At the beginning of the inquiry process, the authors recommend media specialists use picture books to activate students’ prior knowledge. Picture books allow media specialists to introduce key concepts and terms and awaken authentic questions. The authors also recommend the use of a large “folder” divided into four sections. The top two sections are labeled: “What We Think We Know” and “Questions.” The bottom sections are labeled: “What We Learned” and “Misconceptions.” At the beginning of the inquiry process, the media specialist guides students as they fill in the “What We Think We Know” and “Questions” sections of the folder. Students then begin using selected resources to find the answers to their questions. As they learn more about their research topic, they can complete the “What We Learned” and “Misconceptions” sections. These sections require students to synthesize and reflect on the information learned. || Strangman, N., Hall, T., & Meyer, A. (2004, November 11). ** //**Background knowledge instruction and the implications for udl implementation ** // **. Retrieved from http://www.k8accesscenter.org/training_resources/udl/documents/Background%20Knowledge%20Instruction.pdf **  This document discusses the importance of background knowledge, methods for activating it and the value of a UDL approach including the use of technology. || This sample lesson plan activates prior knowledge in a 4th grade Social Studies class and incorporates technology. ||
 * Maryland Standards**
 * (NET-S)**
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 * [[image:http://www.infotoday.com/MMSchools/MMSgraphics/cyber.gif height="35" link="@http://www.infotoday.com/MMSchools/may02/cybe0502.htm"]]

Connections to Ideas and Concepts from Meaningful Learning with Technology
====Learners have to determine what they already know and what they are trying to learn, and then take steps via new experiences to reach a goal. Learners have prior knowledge of something because a meaningful connection was made.====

**Technology Tools and Their Application to the Standard**
is an easy tool for brainstorming and accessing prior knowledge. || is an online tool for teens to organize ideas and prior knowledge. || is a free concept map for brainstorming. It's easy to use, share and embed. || will help develop vocabulary and concepts that make up prior knowledge. This visual tool helps make ideas concrete and helps to focus on ideas for better understanding. Students can create a web to brainstorm and organize ideas. |||| is a printable list of graphic organizers for teachers. ||
 * [[image:http://sgentrepreneurs.com/wordpress/wp-content/uploads/2008/01/wallwisher-logo.jpg height="22" link="http://www.wallwisher.com/"]] Wallwisher is a free online collaborative tool that can easily be used for all age levels. In addition to being a quick KWL assessment tool, it has powerful options for surveying, instruction, note-taking, announcements, back-channeling and more. For step-by-step instructions on how to use wallwisher and some great examples by teachers go to [|Passyworld] ||< [[image:http://t2.gstatic.com/images?q=tbn:LML2Yh00QqyEOM:http://www.wordle.net/static/v1282/we.gif height="26" link="@http://www.wordle.net/"]]
 * [[image:http://www.mindmeister.com/stylesheets/skins/default/images/logo.png?1267045205 width="142" height="22" link="http://www.mindmeister.com/"]] Mindmeister is a free online collaborative brainstorming application that allows students to organize and develop their ideas. This visual tool creates a pattern of connections and relations similar to our mind. Mindmeister is also effective for archiving notes and delivering presentations. || 

**Connections to Multiple Intelligences** - //How can this standard be taught using technology to address the various intelligences?//

 * Linguistic word smart can use text in the above tools to organize thoughts
 * Logical Learners can use these tools to create and see patterns when analyzing and organizing ideas
 * Visual/Spatial/ Learners can see connections through creative tools above
 * Intrapersonal learners can use these tools independently
 * Interpersonal learners can use these tools to collaborate with others
 * Musical learners can add voice and music to these tools

**//Activating prior knowledge//. (n.d.). Retrieved from http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html?detoured=1

Fontichiaro, K., & Green, J. (2010). Jump-Start Inquiry: How Students Begin When They Don’t Know.** //**School Library Media Activities Monthly, 26**//**(5), 22-23.**

<span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse;"><span style="border-collapse: separate; font-family: 'Times New Roman',Times,serif; font-size: 12px; letter-spacing: 1px; line-height: normal;">**<span style="font-family: 'Times New Roman',Times,serif;">Strangman, N., Hall, T., & Meyer, A. (2004, November 11). ** <span style="border-collapse: separate; font-family: verdana,helvetica,sans-serif; font-size: 12px; letter-spacing: 1px; line-height: normal;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11px;">**<span style="font-family: 'Times New Roman',Times,serif;">Background knowledge instruction and the implications for udl implementation ** // <span style="border-collapse: separate; font-family: 'Times New Roman',Times,serif; font-size: 10px; letter-spacing: 1px; line-height: normal;">**<span style="font-family: 'Times New Roman',Times,serif;">. Retrieved from http://www.k8accesscenter.org/training_resources/udl/documents/Background%20Knowledge%20Instruction.pdf **