As teachers help students learn subject matter, it is often neither necessary nor practical for them to use an inductive (discovery) approach. Depending on the academic material, presentations (lectures and readings) can effectively help students learn, as long as teachers organize their direct instruction to ensure that students' minds are being actively engaged.

To begin, it is important for teachers to understand each student's existing cognitive structure as it relates to new material being presented. For example, as 4th graders learn about California History, they will learn about many aspects of "culture" as they relate to various historical periods.

But do students know what the concept "culture" means? It is unlikely, as 4th graders, that they do.

In the ACTIVITY, "What is Culture?" a teacher uses a whole group instructional approach and advance organizers.S/he begins by presenting and giving a brief overview of the concept, by using What is Culture?

Next, s/he generates a discussion using Thinking About Our Modern Culture in the United States to determine, clarify, strengthen, and increase students' understanding of "culture" by relating this big-picture concept to various examples with which students have prior experience.

The teacher leads a whole group discussion with students to identify modern day aspects of culture. During this discussion, the teacher also helps students see how aspects of modern culture are (in general) different than long ago.

This advance organizer example, Our Modern Culture, was generated during a presentation/discussion (using a computer + video projector) with a group of twenty-three 4th graders. The teacher structured her questions both to gain an understanding of students' existing cognitive structure and to give students the needed underpinnings for their new learning.

During the ACTIVITY, students constructed their own meaning either by listening or by active participation. Because this was a public discussion, students listened to and learned from one another. New ideas were generated and built upon as the discussion progressed.

After the initial presentation, students then worked in partners to conduct research and complete their own graphic organizers and to reinforce their understanding of "culture."

The "What is Culture?" advance organizer can be used from time to time during the school year to remind and reinforce students of the larger concept. This advance organizer, and others, will provide a support system for students as they read and learn about new subjects in fourth grade.