Making Connections
In a history classroom students will have to make connections between ideas, authors, subjects, time periods and much more. Teachers need to help students form those connections so that they can recognize these links on their own. They need to also make connections between the outside world and themselves, the past and the present, the person and the public as it says in the book Reading Reminders: Tools, Tips, and Techniques by Jim Burke. Reading is how we process through and make connections and find meaning. We need to ask students questions to make sure that they understand these connections. We can ask them how this text or idea relates to them and the past, ask them to look for patters. making connections makes learning real, live, and personal. When we allow students to make these connections it opens up a door for them to improve their skills.
Concept Maps
A way to help students make connections could be through a concept map.
Graphic organizers are how students can visually display the information that they have learned. It can help them tie all ends together. These are seen by connecting lines and bubbles to show relationships between a subject or time period. Graphic organizers help students comprehend texts by allowing students to transfer texts into a visual showing.
To create a concept map students will have to gather research materials like textbooks. The students must next draft a map and make it clear in its content. The teacher should tell the students at the beginning of the lesson that they will be constructing a concept map. One can also create one on the overhead as they read and follow along.
Mnemonics
Purpose is to assist in memory by linking new information with
prior knowledge or by applying verbal and visual
cues. It can help break down a complicated word in more manageable parts.
Different memory aids one can use are:
-Rhymes
-Rhythmic patters
Poetry or exaggerated stories
-Humorous expressions or sayings
- Acronyms
-Acrostics
Students can pick a word from their content area and create one
unique mnemonic aid for spelling. Students can create associations to remember
the proper spelling of target words.
Students can share their mnemonic tricks with partners and
record each other’s ideas in a word journal.
Mind Maps
The purpose of this strategy is so structure vocabulary words
and make visual connections between words. To do this strategy the teacher
displays a list of words that relate to the section being studied on the
whiteboard. The students then get time to reflect on their understanding of
these events and how they relate to each other. The teacher can also ask the
entire class to help organize the words into categories by creating a visual
map. For history this could mean organizing generals to their corresponding
battles in which they fought. Encourage the students to make a mental picture
to visualize all of the connections between the words. Then they can share how
and why they grouped the words the way they did.
In a history classroom students will have to make connections between ideas, authors, subjects, time periods and much more. Teachers need to help students form those connections so that they can recognize these links on their own. They need to also make connections between the outside world and themselves, the past and the present, the person and the public as it says in the book Reading Reminders: Tools, Tips, and Techniques by Jim Burke. Reading is how we process through and make connections and find meaning. We need to ask students questions to make sure that they understand these connections. We can ask them how this text or idea relates to them and the past, ask them to look for patters. making connections makes learning real, live, and personal. When we allow students to make these connections it opens up a door for them to improve their skills.
Concept Maps
A way to help students make connections could be through a concept map.
Graphic organizers are how students can visually display the information that they have learned. It can help them tie all ends together. These are seen by connecting lines and bubbles to show relationships between a subject or time period. Graphic organizers help students comprehend texts by allowing students to transfer texts into a visual showing.
To create a concept map students will have to gather research materials like textbooks. The students must next draft a map and make it clear in its content. The teacher should tell the students at the beginning of the lesson that they will be constructing a concept map. One can also create one on the overhead as they read and follow along.
Mnemonics
Purpose is to assist in memory by linking new information with
prior knowledge or by applying verbal and visual
cues. It can help break down a complicated word in more manageable parts.
Different memory aids one can use are:
-Rhymes
-Rhythmic patters
Poetry or exaggerated stories
-Humorous expressions or sayings
- Acronyms
-Acrostics
Students can pick a word from their content area and create one
unique mnemonic aid for spelling. Students can create associations to remember
the proper spelling of target words.
Students can share their mnemonic tricks with partners and
record each other’s ideas in a word journal.
Mind Maps
The purpose of this strategy is so structure vocabulary words
and make visual connections between words. To do this strategy the teacher
displays a list of words that relate to the section being studied on the
whiteboard. The students then get time to reflect on their understanding of
these events and how they relate to each other. The teacher can also ask the
entire class to help organize the words into categories by creating a visual
map. For history this could mean organizing generals to their corresponding
battles in which they fought. Encourage the students to make a mental picture
to visualize all of the connections between the words. Then they can share how
and why they grouped the words the way they did.
![Picture](/uploads/2/6/8/6/26861507/5337244.jpg)
Word Walls
Word walls can also help build
connections. World walls are alphabetically arranged words for visual access to
all students. Students have to help the teacher create the world wall. It can
help teachers show important vocabulary that is related to a unite. Typically
five words can be introduced per day leading up to the test. It is important
that the words remain in the same spot so that students can see them. Then
students can even be held accountable for spelling. You can pick words that that
are misspelled or missed or related tot eh content that you are teaching. Words
can be organized by topic and unit. Display your word wall so that it is easily
seen.
An activity that can be played with the word wall is
a game similar to bingo called wordo.
Word walls can also help build
connections. World walls are alphabetically arranged words for visual access to
all students. Students have to help the teacher create the world wall. It can
help teachers show important vocabulary that is related to a unite. Typically
five words can be introduced per day leading up to the test. It is important
that the words remain in the same spot so that students can see them. Then
students can even be held accountable for spelling. You can pick words that that
are misspelled or missed or related tot eh content that you are teaching. Words
can be organized by topic and unit. Display your word wall so that it is easily
seen.
An activity that can be played with the word wall is
a game similar to bingo called wordo.
![Picture](/uploads/2/6/8/6/26861507/4665395.gif)
Develop Prior Knowledge
By the time that students reach the level of a high school history class they will have had knowledge previously. We can help students develop knowledge about the
subject, historical context, authors, and language. Some ways to help students remember their prior knowledge is to brainstorm ideas, facts, and questions about a subject.
Another important step is to have students evaluate their accuracy of prior knowledge. You can have students preview an existing text.
Brainstorm facts, questions. Have students make predictions on what they think. You can also have students use the KWL char to talk about what they already know and want to know. This is also known as KWL.
By the time that students reach the level of a high school history class they will have had knowledge previously. We can help students develop knowledge about the
subject, historical context, authors, and language. Some ways to help students remember their prior knowledge is to brainstorm ideas, facts, and questions about a subject.
Another important step is to have students evaluate their accuracy of prior knowledge. You can have students preview an existing text.
Brainstorm facts, questions. Have students make predictions on what they think. You can also have students use the KWL char to talk about what they already know and want to know. This is also known as KWL.