Assess The Importance Of Student Prior Knowledge

There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon & Gould, 2005). In order for students to complete different tasks during lessons, it is important that teachers present clear and concise instructions. According to Porter (2014a), by providing clear instructions and high quality examples, teachers may help to increase a student’s academic performance. In addition, by removing classroom

Use an anticipation-reaction guide to help students link new and prior knowledge and activate students’ interest and curiosity for the topic, promoting motivation and

If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students.

In addition the act of showing students the particular information has the effect of allowing them to create their own understanding of the text. It allows students to examine the process of discerning important information from that which is immaterial. "Since understandings cannot be transmitted, merely telling children the relationships in some topic seems unlikely to provide much of a press for understanding. Nevertheless explaining can work when…a conceptual model such as an analogy or an example can highlight what is important and make connections easier to notice" (Newton 2001).

The teacher should aid discussion to focus students’ attention on key areas as well as prompting students by pointing out ideas from their “K” section and asking what more they would like to know about this. Each student must then write down 2 or 3 questions for “what I Want to know” (Appendix C) based on their own personal interests of the topic (Ogle, 1989). Asking their own questions encourages students to go beyond the lesson content to work out their own explanation rather than simple rote learning questions and answers from text books (McConachie et al., 2006). Both the class brainstorming activity and small group discussions encourage accountable talk, which aids students’ understanding as they must learn how to verbalise and rationalise their ideas (Michaels et al., 2010). This element of the activity also incorporates prediction. Students must decide “what I Want to know” based on what they predict the text is about from the pre-reading activity (Gibbons,

The sad truth is that if teachers do not reinforce the higher level cognitive skills required for students to succeed, they are robbing students of opportunity and a quality meaningful education. Teachers have a lot of control in the way they disseminate knowledge; they can choose to effectively and strategically plan at higher levels of cognition, or to enforce lower levels of cognition. Whichever route they choose, students are the ones who bear the burden of the quality of education they receive, and this ultimately impacts their cognitive development. If teachers use Bloom’s taxonomy as a framework to plan and instruct their lessons to incorporate high levels of cognitive skills, students will be able to take in knowledge at deeper learning levels, analyze and synthesize information, and think critically – these are skill sets that students can use and build on throughout their lives; they are essential 21st century requirements for success and a mark of

I would take to strengths of my students knowledge to build on it. I would be sure to focus on the understanding and scaffold at all times to be sure that even though some students

First the teacher identified what the students already knew by identifying the prior knowledge which was copying notes on the board. The teacher used their skill of copying notes on a piece of paper from the board through introducing new concepts such as filling the blank. In order for them to fill in the blank they must focus their attention and follow along with the lecture. Next, the teacher build their knowledge through scaffolding; the scaffolding she provided helped students move from what they already knew to what they should know by the end of class. The answers for the fill in the blanks were in her lecture and she provided bright colors in her lecture to grasp their attention. The colors helped the students identify the fill in the blank answers for their cornell notes. By the end of class, students were able to write a summary based on what they learned during the lecture using cornell notes. She provided the answers through her teaching but it was their responsibility to place where the answers belonged. Using the scaffolding process she integrated guided practice in the lesson plans. Students were able to connect their new learning to their prior knowledge. Through applying the

By using the different DOK levels when questioning and making the students apply information to solve defined problems in a novel situation (level 3 and 4), students are required to justify and defend their reasoning, thus we, teachers, are promoting the critical thinking and rigor that occurs at DOK Higher Levels 3 and 4, which is our goal for preparing them for higher grades and ultimately for life. This artifact helped me understand the progression of cognitive skills, and the ways in which purposeful questioning clues the understanding, the development of creativity, and decision making in real world situations, as well as acquiring facility in developing higher order questioning techniques using Webb’s Depth of Knowledge. I also gained experience relating and integrating different subject matters with life experiences, as well as sequencing concepts to ensure coherence and required prior knowledge. I realized that teachers are to be, ever more, up-to-date with

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

Application: Schema Theory’s application in the learning environment can be seen in a variety of ways in the learning environment. Schema Theory relies heavily on building connections to prior learning. Therefore, it is crucial to employ teaching to expand learner’s general knowledge and concepts in order to provide a base for schematic connections. Teachers can be seen reminding students of what they already know in order to build on previous knowledge and help make connections to new ideas. However, teachers must understand that not all learner’s schemata are the same.

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

To help students effectively interact with new knowledge, I often preview new content prior to the critical input experience with a short engaging video. Often I also purposefully organize students in groups to enhance the active processing of information. New information is presented in small chunks or digestible bites. Questions are then asked for my

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

“It has been said: not all learning takes place in classroom. Compare and contrast knowledge gained from personal experience with knowledge gained from classroom instruction. In your opinion, which source is more important? Why?“