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Background Knowledge

Transcript: Creating Background Knowledge and Life Experiences to Support Learning Objectives Objectives We will be able to recognize the importance of background knowledge and life experiences as key elements to enhance academic achievement. We will learn how to create life experiences to support learning by using the cultural component, anecdotes, vocabulary, and real life experiences in order to create successful students. Norms Success depends on participaton- Share ideas, ask questions, etc. All ideas are valid- Stay open to new things. Be positive. Treat everything you listen as an opportunity to learn and grow. Please control cellphone addiction, only for emergencies. Limit side conversations Have fun! Norms Intro Knowledge a person has in his/her head about the world when he/she reads a text or attends class. Why is background knowledge important? Background knowledge is used to connect or glue new information to old. It is an essential component because it helps us make sense of new ideas and experiences and provides a framework and a vocabulary to help children understand the information they are hearing or reading. Background Knowledge Activity Activity 1 Groups Answer the following questions: What is the abstract about? Describe how do you feel about your understanding of the article. Read abstract Groups Answer the follow questions: Share your previous group reponses. How much of the abstract are you likely to understand? Why? Who do you think has sufficient background knowledge to understand this abstract? Unlock Meaning National Anti-Suffrage Association Headquarters Source: Library of congress, Printos and Photographs Division LC-USZ62-25338 DLC Discussion The viewer who understands the photograph is not smarter or more advanced than someone who doesn't understand it; he simply has knowledge that allows him to unlock the meaning. Failing to understand the photo is analogous to failing to understand print text- somehing that happens to students with insuficient background knowledge. They may see the photograph- that is, pronounce words without error, read fluently, and even answer some questions about the text- but the full meaning of the text cannot be understand by the students without pertinent background knowledge. Discussion Assessing Assessing Background Knowledge Carousel walk Free discussion Building Building Background Virtually http://animals.sandiegozoo.org/live-cams Building Background Knowledge Building Background through Experiences Plays, field trips, virtual field trips,interviews, etc. Create experiences for students, for example, Of Mice and Men by Seinbeck. Activity Using picture books to Build Background Picture books contain more rare word per housand words than prime-time televison or the conversation of college graduate (Carr, Buchannan, Wentz, Weiss & Brant, 2001). Examples include The Story of Ruby Bridges by Robert Coles, Patrol: An American soldier in Vietnam by Walter Dean Myers, Sir Cumference series by Cindy Neuschwander, etc. Conclusion Exit Ticket Kahoot Conclusion Background knowledge is essential to comprehension, to making connections, and to understand the big idea. Is the foundation of all academics.

Background Knowledge

Transcript: Assemble your C.A.L.S by choosing a topic from your curriculum and gathering samples of related materials to keep students engaged and excited. For example... Background Knowledge Create a summary of the text, and read it before the lesson begins. The reading of nonfiction texts will assist in the building of background knowledge. help build background knowledge tell main ideas & vocabulary show text organization point out text features help make connections help make inferences This increase in background knowledge therefore will increase comprehension of a text. Teach students how to read inormational texts. A synopsis text is a short written summary of a text that is planned to be read to the class. Read a simpler text on the same topic before reading the more complex text, in order to help with understanding. Select High-Quality texts to read in your classroom. Fiction Poetry Booklets to write in Writing and illustrating tools Puzzles, games, stuffed animals, and other objects related to the topic A synopsis text and presentation should... Read aloud: Gather enlarged texts and other tradebooks on social studies and science topics. Begin reading these aloud when the unit is drawing near. Guided Reading: Likewise, begin gathering leveled readers on the unit's topic to use during small group. Independent Reading: Create a special collection of high quality, on topic texts for students to read and look at independently. Writing: In order to write about a topic, students will need to continue to read about the topic. This will help students solidify what they know and understand. Classmates can then read their friend's texts on the unit topic. The bags will give students easy access to related texts, while also allowing students to easily compare these texts with one another, by their organization, information, and text features. Effective Practices Use Companion Texts Students may read just the captions, read only a certain section, or only read a couple of sentences. Students can read the text based on their needs and abilities. Explain unknown topics before beginning to read. Help students see how to monitor when their reading makes sense and when it does not. Help students see the difference between subconscious (ones we do automatically) and conscious (ones we must stop for because something does not make sense) inferences. Help students see how it is important to bring all of your background knowledge to the surface before you begin reading on a given topic. Help students make inferences by thinking aloud as you read. Demonstrate the differences between what is in the book and what is in your head. Help students see that what is learned in a simpler book can assist a reader understand the more difficult book. Demonstrate how to use background knowledge This will give struggling students the scaffolding they need to be successful during whole group reading and discussion. Cluster Informational Texts Reading Non-fiction is not like reading fiction. Integrate content-area work into literacy lessons during... Informational texts in the classroom should be of the highest quality, in order to really assist our students in their building of background knowledge. Front Load Lessons as you follow this presentation, you will learn new ways to assist your students draw on their own background knowledge and thus deepen their coprehension. Half of the literature that students are exposed to daily should be non-fiction! Consider student's background knowledge before you read a text. Using storage bags, gather and store informational texts organized by topic. Comprehension and Background Knowledge Create Content Area Literacy Centers The Text One does not need to read nonfiction from cover to cover in order to gather and understand the book's information. The synopsis text should be shared with students who struggle with reading prior to reading the book aloud. Create a Synopsis Text These texts should be: Attractive: Colorful, include photos, illustrations, charts, maps, and diagrams Accurate: Up to date and from a credible source Accessible: Readable, understandable, and not overwhelming to a beginner reader of informational text Content Area Literacy Center Assets Read More Non-Fiction Books In order to help our students best understand a text, we must draw on what they already know. These centers help bring in nonfiction topics from other content areas into your classroom while bringing excitement back into your literacy centers at the same time. After a guided reading lesson, help students with their comprehension by pairing the guided reading text with a companion text that directly matches the guided reading book by topic or strategy. Students can then practice the skill or strengthen their knowledge on the topic with this easier text during independent reading. Based on Information Found in Chapter 7 of Sharon Taberski's "Comprehension from the Ground Up" 2011

Background Knowledge

Transcript: Jaliah Daniels Background Knowledge September 18th 2018 Short circuits are in all electronic devices it is what allows a current to flow through causing the large amounts of delivery of energy at a short period of time. Short Circuits Before reading this article I thought it would have been about computers or phones. This small electrical component is found in computers it is what activates the binary code known as the 1s and 0s they are what makes up the reactions that are sent to the computer. This article is the development of nanobots and how they have always been such a small electronic device that has tremendously grown to become a work of art. THE PROBLEM $ JAN FEB MAR #1 #2 #3 2017

Background Knowledge

Transcript: p. 95 learning cycle Quick Write A rare condition exists in which a person cannot feel pain. Is this desirable or undesirable? Explain your response. Information Involves each student listing what they know on paper and then each student reads off something they know while other students cross off what is already on their list. If all of your items on the list are read, you go and sit down, the last person standing gets some sort of reward. Whip Around Teacher creates a thought-provoking question and then asks students to write a brief (1-5 min) response. Background Knowledge Quick Writes Take 5 minutes to respond to the following prompt on your worksheet: Other Routines! Why is accessing student background knowledge import? Text Impression

Background Knowledge

Transcript: Background knowledge - all that you as a reader bring to a book - personal history - all you've read or seen - your adventures - the experiences of your day-to-day life - your relationships - your passions "Things do not change, we change." a book has as many versions as it does readers "points of contact" Why is it important? Making Connections Desolation River Guide (7 Keys to Comprehension, p. 50) Who understood that paragraph? Not only do you not understand it, but the new information does not "stick". The more background knowledge you develop and use, the more you can make sense of and remember new information. Text-to-World Think about where you are in life What's happening on in your world? Can you relate to any of the aspects you read about? If you re-read a few years later, do you relate to different things? Evoke your empathy Make sure the reader is ready to understand the purpose of why you are encouraging her/him to read. Pick text accordingly Model for students Have students and parents work together to read a short story. Both read and both respond with coordinating markers to the text. Parents are encouraged to explain the childhood memories Interruptions are okay and meaningful Crafting session Encourage students to make the text-to-text, text to world and text to self with questions. (more on hand out) Outcomes of Using Tips Making Connections Background Knowledge/ Making Connections What is background knowledge? Demonstration You make connections between what you've read and the broader world. These are often "bigger idea" connections. Tips for building & activating background knowledge Connections between something you are reading and something you have read, seen on TV or in a movie in the past Roth, V. (2011). Chapter 3. In Divergent Trilogy, Book 1 (Large print ed., p. 529). New York, New York: Thorndike Press, a part of Gale, Cengage Learning. Zimmerman, S. & Hutchins, C. (2003). 7 keys to comprehension: How to help your kids read it and get it. New York, NY: Three Rivers Press. Reference List Students will enjoy reading the book and see that they can relate to others and then the book is all of the sudden meaningful Child will pursue passion and motivated to learn Students are more intrigued by different books of different interest levels Students will start using phrases like "me too" and "I learned something new" EMPATHY!!!!!! Discussion about lives will be active Students will feel engaged by using their past memories and new memories Students will be able to connect their adolescent predicaments with the book and forsee their futures Students can be inspired by the characters and mimic what happend in the book Mindful and lively discussion throughout the classroom can start Thank you! Text-to-Text Text-to-World

BACKGROUND KNOWLEDGE

Transcript: WHAT TENSIONS COULD ARISE? Availability of India's top university graduated professionals is expected to decrease severely by 2010. Resulting wage inflation saw annual increases for India’s IT professionals increase 15% compared to China’s 8%, Eastern Europe’s 5% and Brazil’s The strengthening of the rupee (6.6% against the US dollar April-Jun 07) Decreasing profit margins as 2/3 Indian offshore clients pay in US dollars WHAT IS THE VALUE PROVIDED BY COGNIZANT? Businesses move processes abroad for cheaper costs Transform while we perform framework Frees up clients' resources - allowing for reinvestment Client Partner (CP) immerses themselves in the culture of the client organisation CP constantly liaises with delivery manager (DM) CP & DM are JOINTLY responsible - eliminates a sense of hierarchy Established TIB code of conduct - no finger pointing/blaming Managers were pulled out of the box if the chemistry did not work (this occurred 10% - 15% of times) Miscellaneous Inability to make quick decisions due to lack of transparency and authority punctuality and budget control (40%-45% of systems are developed on time, in budget and functioning to the client's satisfaction) offshore and onsite team - differing priorities communication is key opportunities are dormant and need to be stimulated be creative with model approach - vertical moving IT processes offshore now imperative to growth competitors beginning to simulate Two-In-A-Box... HOW DOES TIB EASE TENSIONS? cognizant has second highest employee growth rate lowest net profit margin lowest utilisation rate lowest revenue generation per employee 96% of business is repeat business = good retaining, poor considering employee growth rate unsustainable growth practise from cognizant COMPETITORS Cognizant IT offshoring services organisation recruit copiously from India Diversified into consulting Headquartered in New Jersey, USA Cognizant (share price leader) Tier 1 (firms accounting for 1/3 of India's IT revenues) - Infosys (innovator) Satyam Computers, TCS (cost leader) & Wipro Technologies (technology player) Tier 1 firms account for <5% of global IT outsourcing. Far less than global players like Accenture and IBM Good access to top Indian university students Unsustainable competition for talented Indian workforce Q&A What lessons can be drawn from this case for managing service activities across borders? ECONOMY what are the tensions that arise? This TIB model empowers Cognizant with the ability to overcome the problem of culture preservation by organizing events to bring onsite professionals together with their central office colleagues. The TIB model ensures that the common goal of meeting clients' expectations is met when seeking optional solutions and win-win results between onsite and offshore teams. BACKGROUND KNOWLEDGE WHAT ARE THE KEY CHARACTERISTICS OF COGNIZANT'S EXTERNAL ENVIRONMENT? TO WHAT EXTENT DOES COGNIZANT'S 'C2' PROGRAMME FIT THE FIRM'S ENVIRONMENT AND WHAT PROBLEMS MIGHT IT ENCOUNTER IN DEVELOPING THIS PROGRAMME FURTHER ? fits the firm’s environment in that it ensures that there is: - real-time knowledge management real time workflow (CP & DM could track the progress of globally dispersed teams) real-time collaboration (WEB 2.0) uncovered unknown talents (expanding Cognizant Business Consulting (CBC) ) company culture where professionals from different geographies, verticals and cultures come together in a virtual workplace - potentially a problem Loyalty of employees as well - possibility of going exiting for another organisation, taking with them the IP of Cognizant. Competitor’s may emulate their C2 technology if an insider divulges information HOW DOES THE TWO IN A BOX (TIB) STRUCTURE EASE TENSIONS BETWEEN DIFFERENT GROUPS OF EMPLOYEES THANKS FOR LISTENING

Background Knowledge

Transcript: To withstand the soil pressure of the filling behind the Wall, the rows were placed in a terraced manner, each row set back a few centimeters relative to the one beneath it, making the wall slant slightly eastward. It is customary to leave the Western Wall plaza by walking backwards, in order not to turn your back on the holy site in haste. WesternWallWish.com allows anyone to submit a wish to the Western Wall in Jerusalem. Today, more than a million prayer notes and wishes are placed in the Western Wall each year. You can find notes in any language or format placed in the wall. Since 132 CE , the prayers of Israel both in the Land of Israel and throughout the jewish community were directed towards the site of the destroyed Temple. The Temple itself, as well as all the structures on the Temple Mount, became endeared to the Jews. The Midrashic sources of this period speak about the Western Wall of the Holy of Holies from which the Divine Presence never moves. Since the Holy of Holies was destroyed, the notion of eternal Divine Presence became associated with the Western Wall of the Temple Mount. Thenceforth all literary sources describe it as a place of assembly and prayer for Jews. Fun Facts The Western Wall is located in Jerusalem. It was built by King Herod in 20 BC. It was built during the expansion of the Temple enclosure, and is part of the retaining wall that enclosed the western part of Temple Mount. The Western Wall is one of four retaining walls that surrounded the Temple Mount at the end of the Second Temple Period. According to the Roman Jewish historian Josephus, it took 11 years to complete. During the Ottoman Period, the wall became the Jews' chief place of pilgrimage, where they came to mourn the destruction of the Temple that took place in 70 AD which later influenced it to be called the wailing wall. The wall originally consist of 24 rows of stone, roughly 59 feet high but in 1867 excavations revealed 19 more rows buried underground. The western Wall Plaza was created to be able to accommodate tens of thousand pilgrims instead of only a couple hundred with the western Wall itself. Jesus Christ was brought to Jerusalem for pilgrimages to the Holy Temple as a child. As noted in the Bible, Jesus was a frequent visitor to the Temple, and this is where he challenged the local authorities, a move that eventually led to his arrest and crucifixion. The actions of many modern Christian leaders, including Pope John Paul II and Pope Benedict XVI, who visited the Wall and left prayer messages in its crevices, have symbolized for many Christians a restoration of respect and even honor for this ancient religious site. Western Wall Significance In Judaism Sources Visitors to the Western Wall must enter the plaza adjacent to the Western Wall through one of few entrances with guards and metal detectors. Women wanting to approach the wall to pray or observe may only do so wearing modest clothing. Appropriate clothing is neutral colored trousers and top with sleeves. If a female visitor is wearing a sleeveless shirt, there are dark-colored shawls available in a basket to wrap around her arms. If she is wearing a short skirt that reveals her legs, she will be asked to wrap a provided cover around her. Men wishing to enter the prayer section of the wall are required to wear either a Jewish skull cap called a yamakah or kippah or a hat. http://www.sacred-destinations.com/israel/jerusalem-western-wall http://mosaic.lk.net/g-wall.html http://www.aish.com/h/9av/j/48961906.html http://www.jewishvirtuallibrary.org/jsource/myths3/MFjerusalem.html#2 http://shalomholytours.com/significance-western-wall-christians/ http://www.smithsonianmag.com/history/what-is-beneath-the-temple-mount-920764/ http://westernwallwish.com/christian-jerusalem https://en.wikipedia.org/wiki/Western_Wall#Sanctity_of_the_Wall http://www.ehow.com/how_6121753_dress-properly-wailing-wall-jerusalem.html http://judaism.about.com/od/jewishhistory/fl/The-Western-Wall-A-Quick-History.htm Natan Sharansky, the chairman of the Jewish Agency, outlined new ideas for making the Western Wall a place where all Jews could pray comfortably, after tensions over rituals there peaked in recent months and caused discord between the Israeli authorities and Jewish leaders abroad. Mr. Sharansky’s proposal involves expanding and improving the areas accessible for prayer at the wall to include the southern section known as Robinson’s Arch which, under his plan, would be open for Jews wishing to pray in a less Orthodox, more egalitarian style 24 hours a day, seven days a week. The main prayer section, which is now divided into men’s and women’s sections, would remain the domain of more traditional worshippers. Recent History Visiting Significance In Christianity Background knowledge

Background Knowledge

Transcript: Cultural implications in ceramics they always have different ways of making things nd so in white ground pottery there are 5 types of styles 2 of them are are using the white clay to make silhouette type pottery and another is to use four different color glazes which is commonly used in dinnerware Black figure pottery was a style of pottery in ancient greece that uses silhouetted figures that existed during the years 620 to 480 BC. they made they pottery white so it could better contrast the paintings and it would sell for more The technique of incising silhouetted figures with detail is now called Black figure pottery. This technique of pottery is a corinthian invention of the seventh century. This design spread to other city states including Sparta, Boeotia, Euboea, the Greek islands and Athens. Black figure pottery consists mostly of animals and human figures. Black Figure pottery white ground pottery was invented in greece around 470B.C. Red Figure Pottery white ground pottery Red Figure played and important part in figural greek vase painting. Red figure developed in Athens round 520 B.C. The technique of how they created Red Figures was the outlines of the intended figures were drawn either w/a blunt scraper leaving a slight groove, which would disappear entirely during firing. And the relief line was probably drawn with a bristle brush or a hair, dipped in thick paint. Late Archaic was very popular in the Attic vase painters, which belonged into this generation. One of the characteristics that was beneficial was the drastic reduction of figures per vessel, of anatomic details, and of ornamental decorations. For example, the mythts surrounding Theseus became very popular at this time. Early and High Classical different types of white ground pottery Geometric pottery marked the end of the greek dark ages This style of pottery lasted from 900 B.C. to about 770 B.C. Identified by the geometric shapes or portraits or people animals or gods Geometric pottery Background Knowledge Pottery was the most durable of the remains left behind from the greek. One of the most important sources of ancient greek life. Provides contact into the greek world, artistic influence, or for dating other greek artifacts The key characteristic of Early Classical figures is that they are often somewhat stockier and less dynamic than their predecessors. As a result, the depictions gained seriousness, even pathos. The folds of garments were depicted less linear, this appearing more plastic. The manner of presenting scenes also changed substantially. Also, some of the new achievements of Athenian democracy began to show an influence on vase painting. Thus, influences the tragedy and of wall painting can be detected. The material now falls more naturally; more folds are depicted, leading to an increased "depth" of the depiction. Pottery in Greece went through phases or steps Geometric was the first to come around in the modern days of ancient Greece Seen as a gift from Athena so pottery was taken very seriously There is a page that homer wrote that went like this, "Potters, if you give me a reward, I will sing for you. Come, then, Athena [goddess of pottery], with hand upraised over the kiln. Let the pots and all the dishes turn out well and be well fired: let them fetch good prices and be sold in plenty in the market. Grant that the potters may get great gain and grant me so to sing to them. But if you turn shameless and make false promises, then I call together the destroyers of kilns." (if you make false promises and bad work I will destroy all of your kilns and pottery)

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