An analysis of two approaches that activates prior knowledgeIn the reading, Strangman, Hall, & Meyer (2004) puts forth the idea that there are sixevidence-based approaches that teachers can use in order to stimulate prior knowledge recall andto better engage students in the classroom. In this paper I will analyze two approaches retrievedfrom Table 3: Instructional approaches for activating prior k
...[Show More]
An analysis of two approaches that activates prior knowledge
In the reading, Strangman, Hall, & Meyer (2004) puts forth the idea that there are six
evidence-based approaches that teachers can use in order to stimulate prior knowledge recall and
to better engage students in the classroom. In this paper I will analyze two approaches retrieved
from Table 3: Instructional approaches for activating prior knowledge in Strangman, Hall, &
Meyer (2004) (p. 8) reading and illustrate how these two approaches are intended to be used in
the classroom, I will also identify limitations for each two approaches and why they might be
challenging to implement for a teacher.
Interactive Discussion
Theoretically, interactive discussion sounds that it would provided a myriad of advantages
compared to other methods. The great philosopher John Dewey posits the idea that students learn
better in a collaborative, hands-on learning environment, whereby hands-on learning essentially
creates a more memorable experience that would facilitate to the need of students being able to
recall prior information easier. Through the use of an interactive discussion, students would be
able to interact with each other, share ideas and reflected on prior knowledge about a specific
subject matter. Schmidt & Patel (1987) found that students who are considered “novices” in the
field greatly benefitted from such an approach, however those considerably more knowledgeable
in the specific field did not.
Implementing this approach in the classroom is quite simple in nature, it can either be done
before a test or even a general knowledge test, essentially students preferably gather in small
groups or large, and then discuss and share their ideas of the subject matter. Students can take
down notes, that they can always visit at a later stage
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