What is this Dimension?

The Knowledge Building Dimension is about facilitating students to acquire and use the information we are instructing. According to Ruth Schoenabach, Cynthia Greenleaf and Lynn Murphy, students need to access four different types of knowledge for each subject which is most effective when schema is surfaced, built upon, and refined through metacognitive practices (Reading for Understanding 233-234).

Where to Start?

Because you have been building the Social and Personal Dimension in class, you will be able to surface what students know, have them work in groups to share their knowledge and experiences, and, then, provide multiple opportunities to understand the topic. This self-paced course will not able to dive deep into all of these aspects, so we will stay along the "top layer" of this dimension: Schema.

To Begin: As a reminder of how adults learn, watch this 3 minute 29 second YouTube video, How Adults Learnfrom ELearning Design House. What we know is that having an awareness of student knowledge and experiences help with planning for the most effective collaborative sessions.

Activity: Using a sheet of paper, spend 5 minutes listing ideas, words, and phrases for the word "schema"; then, draft a one-to-two sentence definition for this term. (One way of surfacing your schema)

Next: Share 2-3 ideas, words, and phrases from the activity above to "give" to our course list in the discussion, Surfacing, Building, and Refining Schema Discussion, (try not to repeat anyone's response). Do not forget to return to the discussion to "get" all the ideas that were given. You are welcome to use the Give One, Get one template as a guide. (Building your schema)

Last: Pick two of the following sources for refining your schema which will also help you determine "if you know it". Take notes. Consider using Golden Line Activity to keep the important information and make a connection to the phrase and/or sentence.

1. Watch the two minute video of this General Physics class. Reflect on what moves the teacher made regarding the surfacing, building and refining schema.

2. Watch this five minute video on Schemas, assimilation, and accommodation from Khan Academy.

3. Read The Application of Schema Theory in Teaching College English Writing. In this essay, the author presents the results of a study to verify Schema Theory to improve Chinese students' English writing competence.

4. Listen to this podcast from "Teaching in Higher Ed" produced by Bonnie Stachowiak. The guest is Todd Zakrajsek. How does metacognition connect with schema?

5. For those of you preferring a study, read, The Relationship Between Early Maladaptive Schemas and Eating-Disorder Symptomatology Among Individuals Seeking Treatment for Substance Dependence.

Finally: Refine your one-to-two sentence definition of schema that you drafted above. Feel free to share the new definition in the discussion by adding it under your "give" list from above. How will this definition inform your teaching?

"Surfacing, Building, and Refining Schema Discussion" by Danielle Ritter, Tacoma Community College is licensed under CC BY-SA 4.0