2. Building Background

Feature #7: Concepts Explicitly Linked to Students' Background Experiences

A learner's "schemata" — knowledge of the world — provides a basis for understanding, learning, and remembering facts and ideas found in texts. Individuals with knowledge of a topic have better recall and are better able to elaborate on aspects of that topic than those who have limited knowledge of the subject. Teachers can assist students in developing background knowledge by:

• Including techniques such as chapter previews, flipped classroom, or learning maps.

• Recognizing that students from culturally diverse backgrounds may struggle with comprehending text or content that was created in a different culture.

• Using visuals (learning maps, photos, pictures, videos, word sorts or clouds) when introducing new concepts.

• Acknowledging that many ELs emigrate from other countries and bring an array of experiences that are quite different from those of the majority culture in the U.S. and using culturally responsive teaching practices.

• Previewing key vocabulary.

• Encouraging students to share in their home languages the name for content vocabulary.

• Considering the content and anticipating where students may have gaps in knowledge

• Filling in the gaps for concept content and helping students make connections

Feature #8: Links Explicitly Made between Past Learning and New Concepts

In addition to building background for students, it is also important for teachers to make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class. Research shows that in order for learning to occur, new information must be integrated with knowledge students have previously acquired. The teacher must build a bridge between previous lessons and concepts, and the material in the current lesson. Many students do not automatically make such connections, and they benefit from having the teacher explicitly point out how past learning is related to the information at hand. Teachers can do this by:

• Encouraging a connection to prior knowledge through questioning or anticipation guides.

For example: Think for a minute about the graphic organizer we used yesterday that helped us differentiate between acids and bases. Who can remember and share one difference between them? Do you all agree? Share with your partner two more differences. You may look at your notes and graphic organizer if you need some help remembering.

• Referring to a previous lesson's slideshow, a text that was read, or other visuals (photos, word banks, illustrations, charts, maps, graphic organizers, etc.) that are related to the topic.

• An explicit, brief review of prior lessons, focusing on key information that students should remember.