In this article, we present the anticipation guide as a tool for preparing Extension audiences to learn the main points of Extension materials. Anticipation guides improve learner comprehension by appealing to an individual\u27s natural curiosity and helping the individual focus on key ideas. Anticipation guides can be used with all types of Extension materials and across all Extension programs. We describe how to create anticipation guides for use with Extension materials and explain how to use them effectively and easily. We also provide examples of anticipation guides based on various Extension topics

Lemley, Stephanie M.

Smith, Rebecca C.

English

Clemson University: TigerPrints

Journal of Extension Volume 55 Number 2 Article 4 4-1-2017 Improving the Impact of Extension Through the Use of Anticipation Guides Rebecca C. Smith Mississippi State University Stephanie M. Lemley Mississippi State University Recommended Citation Smith, R. C., & Lemley, S. M. (2017). Improving the Impact of Extension Through the Use of Anticipation Guides. Journal of Extension, 55(2), Article 4. https://tigerprints.clemson.edu/joe/vol55/iss2/4 This Tools of the Trade is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. April 2017Volume 55Number 2Article # 2TOT7Tools of the TradeImproving the Impact of Extension Through the Use ofAnticipation GuidesAbstractIn this article, we present the anticipation guide as a tool for preparing Extension audiences to learn the main pointsof Extension materials. Anticipation guides improve learner comprehension by appealing to an individual's naturalcuriosity and helping the individual focus on key ideas. Anticipation guides can be used with all types of Extensionmaterials and across all Extension programs. We describe how to create anticipation guides for use with Extensionmaterials and explain how to use them effectively and easily. We also provide examples of anticipation guides basedon various Extension topics.  IntroductionExtension's mission of directly providing practical education to improve individual lives largely depends on howindividuals comprehend the material presented to them; the impact of Extension work is limited when audiencescannot access the information, some of which can be highly technical and hard to use (Karimi & Atai, 2014;Risdon, 1990). This article builds on Journal of Extension literature on improving learners' comprehension (Miller,2001; Pellien & Rothenburger, 2014; Risdon, 1990) by presenting a method of creating and implementing a toolfor helping all learners better understand Extension educational materials.Content Literacy Strategies: Preparing Audiences to LearnTo improve reach and impact, Extension can implement content-area literacy strategies that prepare audiences inboth formal and informal educational settings to learn. Content-area literacy strategies encompass generalreading comprehension, vocabulary, and writing strategies that can be used in all content areas (e.g., sciences,human development, citizenship, agriculture). This article highlights a tool that adds excitement to learningsettings, increases audience expectation, and improves participant engagement: an anticipation guide.Humans are naturally curious. Curiosity leads to discovery and exploration (Perry, 2001). Anticipation guides canhelp spark curiosity about a specific technical text or idea ("Anticipation Guides," n.d.). In addition, setting aRebecca C. SmithAssistant ExtensionProfessor andDirector, MSUExtension Center forEconomic Educationand Financial LiteracyDepartment ofAgricultural EconomicsBecky.smith@msstate.eduStephanie M.LemleyAssistant ProfessorDepartment ofCurriculum,Instruction, andSpecial Educationsmb748@msstate.eduMississippi StateUniversityStarkville, Mississippipurpose for reading can motivate learners to read a specific text (Pressley & Allington, 2015). An anticipationguide (Herber, 1970) is a tool that requires learners to become actively engaged in a text or presentation.Anticipation guides can be used for enhancing vocabulary or comprehension development. They encouragelearners to predict what they think a text or presentation will be about and then verify their predictions.Prediction is an effective reading behavior (Caldwell, 2007). Further, anticipation guides require learners toengage critically ("Anticipation guides," 2016; Forget, 2004). Using an anticipation guide, the learner responds tostatements about the material before reading or viewing/listening to it. As the learner then reads the text orviews/listens to the presentation, he or she looks for evidence to support each initial response. For initialresponses that are incorrect, the learner modifies the responses on the anticipation guide, using evidence fromthe text or presentation.Creating and Implementing an Anticipation GuideTo create an anticipation guide, use the following steps (modified from Fisher, Brozo, Frey, & Ivey, 2015):1. Identify the most important information in the text or presentation.2. Adapt that information into short statements that grab the learner's attention and set a specific purpose forengaging with the material. The statements should be a combination of correct statements and incorrectstatements.3. For each statement, develop a response option set such as "agree/disagree," "true/false," or "yes/no."4. Create the anticipation guide. A table can be an effective format for an anticipation guide because the guideshould include the statements and areas (e.g., columns) for learners to record their "before engaging" and"after engaging" answers and applicable evidence from the text.5. Before learners engage with the material, have them look at the statements and respond using the requiredresponse options, recording their responses in the "Before" column on the anticipation guide.6. After they respond individually, have learners pair up and share their responses as partners and then with thewhole audience. Do not supply the correct answers at this point.7. Present the session information. Have the learners determine whether their original responses were correct ornot according to the evidence in the text/presentation. You can pause throughout the presentation of theinformation and have the learners discuss whether their responses changed and why. Learners can indicatecorrect answers in the "After" column on the anticipation guide. In a classroom setting, learners should explainwhy their answer changed using evidence from the text/presentation.8. Ask learners to share their "before engaging" and "after engaging" responses and their justifications. If anymisconceptions remain, address them.Examples of Anticipation Guides Based on Extension TextsHere, we provide examples of anticipation guides based on Extension texts in the fields of family and consumerscience (Figure 1), equine science (Figure 2), and disaster preparedness (Figure 3). The example informationalTools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 1texts are ones that could be used in both formal and informal educational settings. Completed samples ofcorresponding anticipation guides are in the appendix.Figure 1.Anticipation Guide for "Understanding Today's Food Label"Directions: Prior to reading the article, read the five statements below and record "Agree" or "Disagree" in the"Before Reading" column. Then read the article. If your responses change from what you wrote in the "BeforeReading" column after reading, note those changes in the "After Reading" column and provide evidence tosupport your positions.StatementBeforeReadingAfterReading EvidenceAll foods must contain a foodlabel.Food labels must definespecific terms such as "goodsource," "light," and"reduced."There are specificrequirements for food itemsdeemed "organic" or "madefrom organic ingredients."Food labels may contain aclaim regarding a connectionbetween health and the fooditem (e.g., cancer and fat).The percent daily value(%DV) helps you determinewhether a food has a low orhigh percentage of a certainvitamin or mineral.Note: The applicable text can be found here:http://extension.msstate.edu/sites/default/files/publications/publications/p1908_0.pdfFigure 2.Tools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 2Anticipation Guide for "Basic Horse Safety Manual"Directions: Prior to reading the article, read the five statements below and record "Agree" or "Disagree" in the"Before Reading" column. Then read the article. If your responses change from what you wrote in the "BeforeReading" column after reading, note those changes in the "After Reading" column and provide evidence tosupport your positions.StatementBeforeReadingAfterReading EvidenceYou should not speak to yourhorse before approachinghim or her.When leading your horse,walk beside him or her.You can mount and dismounta horse in a barn.Note: The applicable text can be found here: http://www2.ca.uky.edu/agcomm/pubs/4af/4af05ma/4af05ma.pdfFigure 3.Anticipation Guide for "Disaster Relief: Drinking Water inanEmergency"Directions: Prior to reading the article, read the five statements below and record "Agree" or "Disagree" in the"Before Reading" column. Then read the article. If your responses change from what you wrote in the "BeforeReading" column after reading, note those changes in the "After Reading" column and provide evidence tosupport your positions.StatementBeforeReadingAfterReading EvidenceUse food-grade bottles tostore water in case of anemergency.Use bleach to sanitize anybottles used to store water.You can store bottled waterin direct sunlight.Tools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 3Note: The applicable text can be found here:http://extension.msstate.edu/sites/default/files/publications/publications/P2243.pdfConclusionTo achieve Extension's mission, Extension professionals must reach individuals with the information they need toimprove their lives. Using an anticipation guide is an effective and simple strategy for increasing the engagementof learners by tapping into their natural curiosity and making Extension materials more accessible to both formaland informal audiences. Anticipation guides prepare learners for the knowledge they will receive and can be usedwith all manner of Extension materials and audiences. Creating an anticipation guide involves identifying the keyideas the learner should remember and writing sentences for the learner to consider before, during, and afterreading a text or viewing/listening to a presentation.ReferencesAnticipation guides. (n.d.). Retrieved from http://www.adlit.org/strategies/19712/Caldwell, J. A. (2007). Reading assessment: A primer for teachers and coaches (2nd ed.). New York, NY: GuilfordPress.Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2015). 50 instructional routines to develop content literacy (3rded.). Boston, MA: Pearson.Forget, M. A. (2004). Max teaching with reading and writing: Classroom activities for helping students learn newsubject matter while acquiring literacy skills. Victoria, BC: Trafford Publishing.Herber, H. (1970). Teaching reading in the content areas. Englewood Cliffs, NJ: Prentice Hall.Karimi, M. N., & Atai, M. R. (2014). ESAP students' comprehension of multiple technical reading texts: Insightsfrom personal epistemological beliefs. Reading Psychology, 35(8), 736–761. doi:10/1080/0270211.2013802753Miller, J. E. (2001). How to write low literacy materials. Journal of Extension, 39(1), Article 1TOT2. Available at:https://www.joe.org/joe/2001february/tt2.phpPellien, T., & Rothenburger, L. (2014). Addressing the next generation science standards: A method forsupporting classroom teachers. Journal of Extension, 52(4), Article 4TOT7. Available at:https://www.joe.org/joe/2014august/tt7.phpPerry, B. D. (2001). Curiosity: The fuel of development. Retrieved fromhttp://teacher.scholastic.com/professional/bruceperry/curiosity.htmPressley, M., & Allington, R. L. (2015). Reading instruction that works: The case for balanced teaching (4th ed.).New York, NY: The Guilford Press.Risdon, P. (1990). Writing to teach. Journal of Extension, 28(1), Article TOT3. Available at:https://www.joe.org/joe/1990spring/tt3.phpAppendixTools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 4Suggested Answers to Anticipation Guides for Three Extension TextsAnticipation Guide Suggested Answers for "Understanding Today'sFood Label"Directions: Prior to reading the article, read the five statements below and record "Agree" or "Disagree" in the"Before Reading" column. Then read the article. If your responses change from what you wrote in the "BeforeReading" column after reading, note those changes in the "After Reading" column and provide evidence tosupport your positions.StatementBeforeReadingAfterReading EvidenceAll foods must contain a foodlabel.Agree Disagree "The FDA still allows point-of-purchase labeling forraw fruits, raw vegetables, and raw seafood. Otherexceptions to nutrition labeling include food servedfor immediate consumption and ready-to-eat foodthat is not for immediate consumption butprepared on site, like bakery and deli items. Foodshipped in bulk, as long as it is not for sale in thatform to consumers, and plain coffee, tea, andsome spices that contain no significant amounts ofnutrients are also exempted. Foods produced bysmall businesses may also be exempt under the1993 amendments to nutrition labeling, as long asthey meet the criteria and notify the FDA beforemarketing their products." (p. 1)Food labels must definespecific terms such as "goodsource," "light," and"reduced."Disagree Agree "Now, food labels have specific definitions forthese terms, so you can believe these words whenyou see them on a package:freelightmoregood sourcehighlowreduced" (p. 1)Tools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 5There are specificrequirements for food itemsdeemed "organic" or "madefrom organic ingredients."Agree Agree "Foods that claim to be organic or made fromorganic ingredients must meet requirements tostate such claims on their packages." (p. 2)Food labels may contain aclaim regarding a connectionbetween health and the fooditem (e.g., cancer and fat).Agree Agree "Food labels can carry information about the linkbetween certain nutrients and specific diseases.For such a "health claim" to be made on apackage, the FDA must first determine that thediet-disease link is supported by scientificevidence." (p. 2)The percent daily value(%DV) helps you determinewhether a food has a low orhigh percentage of a certainvitamin or mineral.Agree Agree "The quick guide to %DV serves as a referencepoint for how foods can fit into your daily eatingpattern. The percentages are based on a 2,000-calorie diet. Foods that offer 5 percent or lower%DV are considered low in that nutrient, while 20percent or more is considered high in thenutrient." (p. 4)Note: The applicable text can be found here:http://extension.msstate.edu/sites/default/files/publications/publications/p1908_0.pdfAnticipation Guide Suggested Answers for "Basic Horse SafetyManual"Directions: Prior to reading the article, read the five statements below and record "Agree" or "Disagree" in the"Before Reading" column. Then read the article. If your responses change from what you wrote in the "BeforeReading" column after reading, note those changes in the "After Reading" column and provide evidence tosupport your positions.StatementBeforeReadingAfterReading EvidenceYou should not speak to yourhorse before approachinghim or her.Disagree Disagree "Always speak to your horse before approaching ortouching him. Some horses are likely to jump andmay kick when startled." (p. 3)When leading your horse,walk beside him or her.Agree Agree "When leading your horse, walk beside him—notahead or behind. A position even with the horse'shead or halfway between the horse's head and itsTools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 6shoulder is considered safest." (p. 5)You can mount and dismounta horse in a barn.Agree Disagree "Never mount or dismount a horse in a barn ornear fences, trees, or overhanging projections."(p. 8)Note: The applicable text can be found here: http://www2.ca.uky.edu/agcomm/pubs/4af/4af05ma/4af05ma.pdfAnticipation Guide Suggested Answers for "Disaster Relief: DrinkingWater in an Emergency"Directions: Prior to reading the article, read the five statements below and record "Agree" or "Disagree" in the"Before Reading" column. Then read the article. If your responses change from what you wrote in the "BeforeReading" column after reading, note those changes in the "After Reading" column and provide evidence tosupport your positions.StatementBeforeReadingAfterReading EvidenceUse food-grade bottles tostore water in case of anemergency.Disagree Agree "If you decide to fill your own containers withwater, you can use food-grade plastic containersfor storing water. Examples of food-gradecontainers are store-bought plastic containers thathave held food or beverages, such as soda, water,juice, or punch." (p. 1)Use bleach to sanitize anybottles used to store water.Agree Agree "Then, sanitize the container by rinsing it with asolution of one teaspoon of household bleach perquart (one-fourth gallon) of water. Be sure thatthe bleach solution touches all inside surfaces ofthe container." (p. 1)You can store bottled waterin direct sunlight.Agree Disagree "Store the containers upright in a cool, dry place.Because direct sunlight and heat gradually weakenplastic containers, store them away from heat andlight to prevent possible leaking." (p. 2)Note: The applicable text can be found here:http://extension.msstate.edu/sites/default/files/publications/publications/P2243.pdfCopyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property ofTools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 7the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational ortraining activities. Inclusion of articles in other publications, electronic sources, or systematic large-scaledistribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical SupportTools of the Trade Improving the Impact of Extension Through the Use of Anticipation Guides JOE 55(2)© 2017 Extension Journal Inc. 8

Improving the Impact of Extension Through the Use of Anticipation Guides

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Improving the Impact of Extension Through the Use of Anticipation Guides

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