Blog Post #3: Building Schemas

 Kenneth Miller

EDM 517

Dr. Walsh-Moorman

11-05-23

In the third chapter of Rigor by Design, Not Chance, Karen Hess discusses the importance of building schemas in the classroom. It is crucial to create schemas in an academic environment because it can have a significant impact on students' learning. When students have well-developed schemas, it helps them make connections between new information and what they already know. “Learning activities that build schemas (mental models) in each content domain is crucial to students' long-term memory retrieval and their ability to transfer learning to novel situations (far transfer)” (Hess, 2023, p.56).  This not only enhances their understanding but also improves their problem-solving skills and critical thinking abilities. So, by building schemas, we can empower students to become more effective learners. 

After a brief overview of schemas, Hess breaks down the stages of building schemas and how they vary amongst different subjects. 

Stage 1. Clarify learning targets

This first stage is associated with developing questions that require deep thinking and the ability to establish connections between facts pertaining to the topic at hand. Hess uses multiple examples that include enduring understandings, sample essential questions, and sample schemas that show patterns or relationships. 

Stage 2. Embed short-cycle formative tasks into instruction

The goal of step two is to help students gain a deeper understanding of the topics they are studying by connecting ideas and examining relationships. Hess discusses a few techniques associated with this stage, such as sketch notes, anchor charts, and what she calls “painting the parts.” Painting the parts is an intriguing concept to me because it is something that always helped me as a student. “Ample research supports the use of color-coding to enhance memory and information retrieval” (Hess, 2023, p.63). When studying complicated topics in class, highlighting notes not only makes it easier for the students when studying but it keeps them engaged in class.

Stage 3. Uncover thinking and document evidence of learning.

The third stage of building schema includes using pictures for visual categorization, finding outliers, word splash, and graphic organizers. As a fan of English and History, word splash caught my eye because it gives students an excellent opportunity to expand their knowledge on topics related to the subject from the instructor and their peers. “As students learn more about the topic, whether it's immigration, homeostasis, or revolutions, they can revisit earlier responses and self-assess their progress as they deepen their understanding” (Hess, 2023, p.65). There has been additional research conducted on the effectiveness of the word splash technique and how it can help students develop a higher vocabulary. Three students at Pattimura University conducted a thorough investigation into this topic. Their study suggests that “The implementation of Word Splash in various studies has proven successful in promoting student participation in the teaching/learning process, making it an effective strategy to enhance vocabulary” (Queljoe, Nikijuluw, & Satumalay, 2023).

Stages 4 and 5. Interpret evidence and frame feedback; determine next steps to advance learning.

The fourth and final step of building schemas incorporates jigsawing schemas and collaborative inquiry planning. When a teacher is to “jigsaw the schema,” he or she will assign students to specific topics that pertain to the subject. The students will then study these topics and take this information to different groups in the classroom. The ultimate goal of this activity is for students to discuss the given information and learn from one another’s perspectives. “The Jigsaw activity encourages discussion and deeper thinking while students focus attention on how smaller parts relate to the whole” (Hess, 2023, p.67). After completing these activities, students will be introduced to an assignment that requires collaborative inquiry planning. Collaborative inquiry planning is when students brainstorm methods to solve a problem or answer questions associated with the assignment. Although I call this an assignment, students are not given a blueprint, they are essentially meant to solve these problems from scratch, which is an excellent way for them to get creative and learn to work with one another.  

References:

de Queljoe, G. E., Nikijuluw, R. C., & Satumalay, S. J. S. (2023). The Use of The Word Splash Strategy in Vocabulary Enhancement at Junior High School Level. MATAI: International Journal of Language Education, 3(2), 93-102.

Hess, K. (2023). Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD