Why Culture Counts by Walker-Tileston Donna;Darling Sandra; & Sandra K. Darling

Author:Walker-Tileston, Donna;Darling, Sandra; & Sandra K. Darling
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2008-08-15T00:00:00+00:00

Figure 6-2: A sample KNLH chart

In the chart, the K stands for “know.” Find out up front what your students think they know about immigration. Sometimes they will say before a new unit, “We already know all about that; we had it last year.” This is a good opportunity to find out. Usually, you will find out that they do not know as much as they think they do; on the other hand, if they do already know quite a bit, adjust the pace of the lessons and go into in-depth learning. The K in our example means ask the students what they already know about immigration. Ask them to work in study groups of three and to answer this question by listing at least five things that they know.

At the bottom of the graphic organizer are categories 1, 2, 3, and so on. Ask the students to look back at the information that they listed and to put a 1 by anything that is related to politics. Next, ask them to put a 2 by anything related to medical issues. You will be discussing seven categories in the lessons of the unit. By giving students the categories at the beginning and applying them to what they already know, you are preparing their brains to make connections.

The N stands for “need to know.” (There was a time when we would say, “What do you want to know in this unit?” We do not want to give students the chance to respond with “Nothing,” so we now say “need to know.”) This list comprises your students’ personal goals. Children of poverty often do not make goals or plan for the future, and especially if they are surrounded by violence, they may believe that they have only today to think about. This exercise begins to teach them to set personal goals. After the unit is complete, revisit what they said they already knew and what they needed to know to determine if they have met their goals. Ask them to make a list of what they have learned and how they learned it. It is also important for children of poverty to understand how they are learning so that they see that it is their own efforts, their own processing that have led to the learning. We are trying to change their perception of locus of control, so that they come to realize it is not bad luck or good luck but their own efforts that lead to the learning.

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