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Prior knowledge may be the single most important resource in learning information and key to enticing students. "A large body of findings shows that learning proceeds primarily from prior knowledge, and only secondarily from the presented materials." (Roschelle, 2014). Educational professionals are also asserting that vocabulary knowledge is the single most important factor in improving reading comprehension. Immediately access the fun, proven strategies for learning new vocabulary within the lesson content, using the WORDTECH strategies provided.

entice modules/tools

LC Module: Brainwaves

A variety of approaches to initiate instruction by brainstorming solutions to lesson-related scenarios.

“Brainstorming can be used as an effective method to activate prior knowledge. Available research evidence also supports the general effectiveness of brainstorming techniques compared with the traditional lecture method. Brainstorming elicits higher levels of reflective thinking and creative problem solving, including synthesis, application and evaluation." (Kapel,1988 as stated Keshwan, 2014).

“Collaboration increases understanding and improves quality of output. In the classroom, collaboration dramatically increases opportunities for the body and brain partnership to play an active rather than passive role in learning, thus spurring physiological change in the brain” (Kovalik, n.d. as stated in Cercone, 2006)

“Collaboration has powerful effects on student learning. These effects are seen in the form of higher scores on work completed collaboratively, even when students turn in separate products. In addition, evidence suggests that learning that occurs during collaboration persists. In other words, after collaborating with others, a student’s performance on subsequent, related tasks completed individually tends to be higher than the performance of similar-ability students who only work alone.”(Pearson, Inc., 2011)

There is also evidence that information learned through active discussion is generally retained better than material learned through lecture. Moreover, students often prefer to participate in discussion rather than to be passive learners in a lecture.” (Kapel,1988 as stated Keshwan, 2014).

For collaboration to occur, interaction must occur. Interaction is vital to creating a sense of community, both in the classroom and online. Interaction develops a sense of community, and can promote deeper and richer learning in the learner.” (Cercone, 2006)

LC Module: Changing Perceptions

A variety of approaches that ensures reflection on common perceptions related to today's lesson.

“Without reflection, learning ends well short of the re-organization of thinking that deep’ learning requires. Effective learning situations require time for thinking. Reflection challenges students to use critical thinking to examine presented information, question its validity, and draw conclusions based on the resulting ideas.” (Intime, 2015)

LC Module: Prior Knowledge Connections

A variety of approaches to determine your current knowledge level on today's lesson.

“The human brain is always looking to make associations between incoming information and experience. All new information is incorporated into existing neural networks. If it does not connect through association to a previous memory or have some personal relevance to latch on to, all is lost” (Fishback,1999 as stated Cercone, 2006)

“A large body of findings shows that learning proceeds primarily from prior knowledge.” (Rochelle, 2014) “Proficient learners build on and activate their background knowledge before reading, writing, speaking, or listening; poor learners begin without thinking.”(perfectlearning.com, n.d.)

LC Module: Readscans

Unique methods to extract prior knowledge, construct meaning and generate a higher level of comprehension and critical thinking when reading about today's lesson topic.

“The student who systematically previews the contents of a chapter before reading it increases comprehension—by creating a mental map of its contents, activating prior knowledge about the topic, and actively forming predictions about what he or she is about to read.” (Wright, n.d.)

"Most importantly, comprehension is much more difficult if prior knowledge is not activated before reading a passage.” (www.learningpt.org, 2014)

LC Module: Small Group and Leadership Prep - ENTICE

Small group and leadership tools.

LC Module: Visual Imagery

To use a visual image, object or graphic to initiate today's lesson in order to extract prior knowledge, construct meaning and increase memory retention.

“The human brain remembers information by organizing it into hierarchical structures.” (Novak and Canas 2006)

A visual or graphic allows readers to see relationships, organize and connect ideas. "They match the mind and helps learners generate mental images to go along with information” (mentoringminds.com 2014)

LC Module: WordTech Connections

To initiate reading of today's lesson by identifying technical terms/definitions using a variety of approaches that stimulate visual, auditory and kinesthetic learning.

“The importance of direct vocabulary instruction cannot be overstated. Vocabulary provides essential background knowledge and is linked to academic achievement.” (Marzano, 2014)

“Research conducted in the past ten years reveals that vocabulary knowledge is the single most important factor contributing to reading comprehension.” (Laflamme, 1997 as stated perfectlearning.com, n.d.)

“Challenging and strategic games provide a forum for initiative and leadership, reasoning, and problem-solving and is a great way to memorize information. They make learners focus and concentrate, which are essential ingredients in developing creative thought.” (US Dept. of Human Services, 2013)