schema theory
Schema refers to “a specific type of prior knowledge that readers bring to a text when they read” (Winch, Johnston, March, Ljungdahl, & Holliday, 2010). It is also known as “a structure in semantic memory that specifies the general or expected arrangement of a body of information” (Zhang, 2010). The basic concept is that our mind has sections in our brain specific for particular information. Some of the sections are for seeing which is the occipital lobe, or the Wernicke’s area in which this area is responsible for language comprehension.
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Schema is linked to more than one area or theory. It relates to each of the theories listed in this website as it involves discussion of how an individual stores, retains and retrieves knowledge. However as you can see in the image to the left, schema is 'all the information in your brain' and means that it is always changing. As the image to the right identifies, when you link schema with evidence or information and inference techniques than someone is able to adapt and change the information they have stored and create new information. Comprehension strategies that work best for activating the schema is through 'activating prior knowledge' and 'inference'. Both of these are talked about in the practical strategies part of the website (please click here to go to that section for more detail).
"Schema is the background knowledge and experience readers bring to the text. Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. Struggling readers often move directly through a text without stopping to consider whether the text makes sense based on their own background knowledge, or whether their knowledge can be used to help them understand confusing or challenging materials" (Draper, 2010).
"Schema is the background knowledge and experience readers bring to the text. Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. Struggling readers often move directly through a text without stopping to consider whether the text makes sense based on their own background knowledge, or whether their knowledge can be used to help them understand confusing or challenging materials" (Draper, 2010).
Differentiation
Schema is not a theory that has a specific differentiation approach as every student brings their own knowledge to a text and therefore it is already a method of differentiation. However here is a list of just a few ideas to encourage students to share and engage in their schema in a few different teaching approaches:
Individual learning:
Allow your students a few minutes before reading a new text to evaluate the front cover and ask questions about what they already know (text-to-self for more information click here)
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Small group learning:
Allow a group of students to evaluate the front cover and each share their knowledge about the information. Allow everyone to participate and even draw what they think may happen in the text. (There are many ways to engage very student in this context through multiple intelligences, see here for more detail). |
Whole class learning:
When reading a text as a class, ensure to allow ample time for every student to visualise what may occur. Then allow time for some students to share their thoughts. This encourages the confident students to share first and the students who are less confident may be prompted due to thoughts such as 'Oh I also thought that!' or 'I also experienced something similar to that'. (For more information on visualization click here) |
Brancaccio, J. (2013). Education & Literacy [IMAGE]. Retrieved on 25/10/2014 from
http://www.pinterest.com/pin/233061349442264850/
Draper, D. (2010). Comprehension Strategies: MAking Connections. Retrieved on 25/10/2014 from http://www.decd.sa.gov.au/northernadelaide/files/links/Making_Connections_Strateg.pdf
Frantz-Anema, M. (2013). Education [IMAGE]. Retrieved on 25/10/2014 from http://www.pinterest.com/pin/39406565462844739/
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: reading, writing & children’s literature (4th ed.). Australia: Oxford University Press.
Zhang, C. (2010). The Teaching of Reading Comprehension under the Psychology of Schemata Theory. Journal of Language Teaching and Research, 1(4), p.457-459.
http://www.pinterest.com/pin/233061349442264850/
Draper, D. (2010). Comprehension Strategies: MAking Connections. Retrieved on 25/10/2014 from http://www.decd.sa.gov.au/northernadelaide/files/links/Making_Connections_Strateg.pdf
Frantz-Anema, M. (2013). Education [IMAGE]. Retrieved on 25/10/2014 from http://www.pinterest.com/pin/39406565462844739/
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: reading, writing & children’s literature (4th ed.). Australia: Oxford University Press.
Zhang, C. (2010). The Teaching of Reading Comprehension under the Psychology of Schemata Theory. Journal of Language Teaching and Research, 1(4), p.457-459.