Fourth grade students work together to analyze a map
Crickets…I’ll admit, there were times in my teaching that I dove into a new concept and all I heard from my students were crickets. One of the first lessons I learned as a new teacher is to never make assumptions about what your students know or don’t know.
So how can you combat the crickets?
The most effective way I’ve found is to begin each lesson by activating students’ prior knowledge. By discussing what students already know, a foundation is laid on which students can construct new concepts.
When working with the primary source analysis tool–which promotes analysis through observation, reflection, and questioning–it is important to consider students’ prior knowledge.
Based on previous experiences working with K-4 students and teachers, the following are suggestions for how to activate prior knowledge when using the primary source analysis tool in the classroom:
- Model how to use the primary source analysis tool and move through the analysis process before expecting students to complete the process on their own.
- Elementary teachers (K-5) can explicitly teach what it means to observe, reflect and question through subjects like science and language arts. For example, students might observe an illustration in a book they are reading and connect the details they see in the picture to the text in the book.
- When working with K-3 students, begin by building observation and questioning skills, and then move on to the more difficult skill of reflecting (making inferences).
- Use sentence stems to help students understand the action they should be taking when they observe (I see… I hear…), reflect (I think…), and question (I wonder…).
Visit the Library of Congress Teachers page to find the primary source analysis tool and teacher’s guides to assist in analyzing a variety of primary sources.
When working with primary sources, what strategies do you use to activate students’ prior knowledge?
June 15, 2011 at 10:27 am
Sara –
Very timely suggestions! As we prepare for our summer programs, we have substantially fleshed out the preparation and follow-up parts of work with the Primary Source Analysis Tools.
Two additional steps in preparation are
1) give students sufficient contextual knowledge to make sense of the primary source, and
2) explicitly teach students the essential vocabulary they will need. Be aware that for many students, this may include general academic vocabulary (words such as “analyze” or even “explain”) as well as the essential content-specific terms.
- Rich Cairn @ EmergingAmerica.org
June 16, 2011 at 4:01 pm
I also find it helpful to have students anchor the reflections and questions with an observation(s). For example, I see… Therefore, I think… and wonder about … Or, I think…because I see…and wonder about.
By doing so helps students refer to the primary source analysis tool to transition into writing or creating a product to share what they know. Thank you for the ideas!
June 16, 2011 at 4:36 pm
Amy,
Thanks for sharing! We’ve made a concerted effort to incorporate visible thinking strategies into our Summer Teacher Institute activities. Having participants take the time to write down, “I think … because …” is a powerful way to capture their thinking and make it visible to others. After small group discussions or receiving new pieces of information we’ve had participants revisit and revise their original statements, “I used to think… but now I think… because…” It’s a great way to track how and why their thinking has changed!