The Art of the Brain and Prior Knowledge

The Art of the Brain and Prior Knowledge Creating Effective Predictions of Progress Statements Reading Recovery® Ongoing Professional Development (September 17, 2015) *Developed by La. Tonya Darling-Cole

Reading Recovery Case at Darling Elementary School Ms. Angel is beginning her 3 rd year as a RR teacher, and she is having a hard time writing a “Predictions of Progress” for Candra. Ms. Angel is frustrated looking at Candra’s OS Assessment Scores and trying to observe Candra’s strengths. Help Ms. Angel identify Candra’s knowns and partial knowns. Also, provide assistance with setting and writing goals for Candra on the “Predictions of Progress” form.

Clay’s Words: “This will provide guidance about where to begin planning that child’s lessons. To complete the initial design of the work this child will need to do, it is necessary for the teacher to make some predictions about the progress that this particular child will need to make. ” Literacy Lessons Part I (p. 31)

Now let’s take a look at Candra’s Observation Survey Assessment Results

Let’s brainstorm and write up Prediction of Progress for Candra to assist Ms. Angel, which will help her to create an effective Roaming Around the Known Lesson. See Literacy Lessons Part I (p. 31 -p. 32)

What does James Zull say about the brain and prior knowledge: Prior Knowledge (pages 92 -top of 93) Neurons (pages bottom of 94 -96) Tangles (pages bottom of 104 -top of 105) What was learned (everyone) (pages 108 -109)

The Art of the Brain and Prior Knowledge