Frequently Asked Questions
Q: What is Priming?
A: Priming is an intervention strategy
designed to help students learn new information.
Q: What is the procedure used in priming?
A: The priming technique introduces new information to students
before the actual classroom lesson. The classroom teacher prepares the
materials that contain the new information and gives them to the priming
instructor. The priming instructor introduces the new information to
the students in a one-on-one setting. The priming instructors
lesson is brief and concise.
Q: What materials should be used during the priming
session?
A: The exact same materials used in the classroom setting should
be used in the priming session.
Q: What is the role of the priming instructor?
A: The priming instructors job is to present the new concept
and explain what the student will be learning about and the format of
the lesson (e.g., reading a book, completing a worksheet). It is not
the job of the priming instructor to teach the new information.
Q: Who can implement the priming session?
A: Anyone who works within the student on a one-to-one basis can
conduct a session (e.g., parents, resource room teachers, paraprofessionals,
or volunteers).
Q: When should priming occur?
A: Priming should take place before the instructional lesson containing
the new information. Ideally, priming occurs the day before or the night
before the lesson.
Q: Why use priming?
A: By familiarizing the student with the new information prior to
the lesson, priming reduces the anxiety or frustration that may occur
during whole class or large-group instruction. Priming also informs
the student of expected behaviors during the lesson.
Q: What are effective methods of communication between
primer and instructor?
A: Daily notes, weekly calendars, and photocopies of lesson plans
are just a few examples of effective methods of communication between
primer and instructor. Clasp envelopes, folders, and bags are ways to
transport notes and materials from the classroom setting to the priming
session.
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