2 Approaches to activating prior knowledge

Description

Review Table 3: Instructional approaches for activating prior knowledge (p. 8) in the Strangman, Hall, and Meyer reading:

•  Strangman, N., Hall, T., & Meyer, A. (2004). Background knowledge instruction and the implications for UDL implementation. Retrieved from http://aem.cast.org/about/publications/2004/ncac-background-knowledge-udl.html

The table identifies six evidence-based approaches teachers can consider using in order to better engage students in the classroom:

•  Reflection and recording
•  Interactive discussion
•  Answering questions
•  K-W-L
•  CONTACT-2
•  Interpretation of topic-related pictures

Select two of the six approaches and investigate how the approach is used in the classroom. In your paper:

• Illustrate how each approach is intended to be used in the classroom by creating an example to demonstrate the methodology. What does each approach look like in practice?
• Identify at least one limitation of each approach you selected. Why might employing these approaches be challenging for a teacher?

Submit a paper which is 3-4 pages in length, excluding the Title and References pages. Your paper should be double-spaced and cite at least 2 outside sources in APA format. Table 3 includes several references for each of the approaches. You can draw from these references or you can find other sources for the same approach. You are not limited to the references included in Table 3. Your paper should be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.