Schema EDP 5216 Fall 2009 Florida State University By: Dimas Prasetyo, Kristanti Puspitasari, Travis Grant

Schema

EDP 5216Fall 2009

Florida State University

By: Dimas Prasetyo, Kristanti Puspitasari, Travis Grant

Video Introduction To Schema

Source: http://www.youtube.com/watch?v=mzbRpMlEHzM

EDP 5216 Autumn 2009

Can you figure out what is being discussed?

The girl sat looking at her piggy bank. "Old friend," she thought, "this hurts me." A tear rolled down her cheek. She hesitated, then picked up her tap shoe by the toe and raised her arm. Crash! Pieces of Piggo--that was its name--rained in all directions. She closed her eyes for a moment to block out the sight. Then she began to do what she had to do.


Do you know what the girl is talking about?

Instructor will read a passage in the notes section of this slide.


Do you know what the girl is talking about?

It is a piggy bank. With a well-developed schema for “piggy banks” this

story should be quite clear. A listener would understand that traditional piggy banks were made out of fragile material and that they contained a small opening for inserting and saving coins. However, traditionally the only way to retrieve the money was by breaking the piggy bank. If someone did not have a schema for a traditional piggy bank then this sentence would probably not make sense.



Outline

1. Gain attention2. Information learning objectives3. Recall and activating prior knowledge (activate

learner’s schema)4. Explaining schema5. Providing guidance on schema implementation6. Practice7. Feedback8. Assessment

Outline partially follows Gagne’s Nine Events

Learning Objectives: Schema

Instructional goal: By the conclusion of this instruction students will be able to demonstrate in writing how schema applies to their day-to-day life and to design schema into future instruction.


Activating Prior Knowledge of Schema

So we aren’t going to ask you what you already know about schema because then we wouldn’t have to do our presentation.


What is Schema?


What is Schema?

Accessing or activating prior knowledge in order to support learning new knowledge.


Providing Guidance

What helps activate a learner’s schema? Titles Videos and pictures Abstracts, overviews, and outlines A discussion of what the learners know of the topic prior to

the actual instruction Brainstorming session and mind mapping What else?


Providing Guidance

Caution for instructor: If the instructor continuously taps background knowledge for the student (and guides schema activities) then they will not transfer schema strategy use to their independent learning. Students also need to learn to tap their own background

knowledge independently.

Solutions: To teach the students about schema and its necessity in their

own independent learning process. Teach them to think about and mindmap what they know

about a subject before delving into it.


Providing Guidance

When creating your own instruction: Schema Development

Select one topic you are going to teach for one unit of instruction. Determine the level of grade of your target audience.

Make a guess of what prior knowledge your students must already have based from your teaching experience.

How would you activate the prior knowledge your students already have?

How would you relate the prior knowledge to the knowledge you are going to teach?


Providing Guidance

Schema development (cont.) Remember that there is the chance that learners may access

inappropriate (or incorrect) schema. Sometimes students try to make the material fit the schema they initially selected regardless of the incoming material.

Students sometimes hold on to an activated schema even when it no longer fits.

Do not allow your instruction to be ambiguous. All instruction should be accompanied by clear, concise study guides.

Encourage students to jot down ideas and thoughts as they learn.


Providing Guidance

Schema maintenance Sometimes students select and activate the right schema but

are unable to maintain in during the learning process. Causes of poor schema maintenance often have to do with

poorly designed instruction: The instruction is too lengthy. The instruction is too difficult. The instruction is poorly organized or confusing. Other partial instructional causes include lack of attention

and motivation. It can also occur when one unit of instruction requires

several different schema and the schema transitions are not made clear in the instruction.


Providing Guidance

Schema maintenance solutions Imagery and visualization Questioning oneself (students need to monitor and ask

themselves (or be asked), “Does this make sense?” This strategy does not include the instructor asking comprehension questions.

Identifying structure Study guides


Giving Practice


Feedback

Question time: Does anyone have any

questions? Answers will be

discussed as a group.

And how have you enjoyed the presentation so far?


Assessment Time

Explain schema in your own words. Write down an example of how you use schema in

your day-to-day existence? Such as, while reading, while learning, while shopping.

What solutions or strategies would you use to incorporate the concept of schema into the following instructional scenario? Your will be teaching your students about


Something to Think About

Source: http://www.youtube.com/watch?v=Sz6qunm6q30


Documents

Schema EDP 5216 Fall 2009 Florida State University By: Dimas Prasetyo, Kristanti Puspitasari, Travis Grant