5210 Assignment unit 7- the attached is about learning Theory and Instructional design.

Educ 5210 Assignment

1. Aaron S. Wilson, Sr.
University of The People
EDUC 5210 – Learning Theory and Implications for Instructions
Written Assignment: Unit 7
May 25, 2022


Instructional approaches for activating prior knowledge
Revitalizing prior knowledge is a way to increase students' understanding of the new
information. This process allows students to connect new information with information
they already know. Students who come to the classroom from home or school with prior
knowledge often find it easy to understand relevant materials and gain new
information on a particular topic based on their experience. They can anticipate their
new ideas and associate them with what they already know. This white paper describes
two approaches, KWL charts, and questions, that teachers can use to motivate and
invigorate students in the classroom. The KWL Chart is a kind of graphical organizer
used to activate the prior knowledge of the texts of students. K stands for "what students
know". In this section, we will brainstorm what Student already knows about the topic.
W indicates hope or the student wants to learn about the subject. Students write down
clues about what they want to know about the topic. L represents what you have
learned or learned about a topic. This section ends at the end of the lesson, and
students rite at least clues about what they have learned about the topic of the lesson.
KWL charts help students organize information during the learning process. Students can
use their previous knowledge. Allow students to record what they know, want to know,
and learn. Another benefit of using KWL tables is that it helps teachers identify student

2. prejudices and misunderstandings on a particular topic. When teaching science,
especially when teaching new topics, I like to use KWL tables to rejuvenate students'
prior knowledge. Let's say I am, let's start with the topic of atoms. First, explain to the
students to create a KWL chart. We will model the example on the board and explain
how to create it. I give the student a copy of the prior knowledge activation education
approach and paste it into a notebook, explaining to the student that the first two
sections K and W need to be completed. Add everything you already know about the
atom to column K. Add what you want to know about atoms in column W. While the
students fill out the charts, I walk around the classroom and look at the charts. Invite
students to share the first two sections of the KWL chart with their partners. Then, in a
public discussion, ask students to share the first two sections of the figure. Add
something to the chart on the board for students to share.
"At the first two levels of KWL, students and teachers talk verbally. They start by looking
back at their knowledge of the topic, creating a group list of ideas on the topic, and
identifying categories of information." ( Ogle, 1986). After that, we will conduct class
activities to address the misunderstandings that the students had on this subject. At the
end of the lesson, instruct students to fill out the L section of the chart, referring to what
they learned during the lesson. Students can look back at the W section to see if they
have learned what they want to know. The teacher then lets the students share what
they have learned about atoms in the class. Sharing what students have learned helps
me, as a student and teacher, identify gaps in student knowledge and the need for
additional assistance. It also provides students with the opportunity to summarize what
they have learned in a structured way. Asking questions is an important educational
tool that can assess prior knowledge, outline students' thoughts, assess learning, and

3. help students build meaning (Chin, 2006). One of the goals of my science class is to
develop a higher level of thinking process for students. To achieve this goal, we need
to promote communication with and between students. The most effective way to
encourage students to communicate is to ask them questions. Teachers can help
stimulate student background knowledge by answering questions before and/or while
reading new material (Rowe et al., 1987). To rejuvenate the students and prepare for
the lesson, I start by asking them questions.
For example, if you're teaching a student a pH scale in a science class and want to poll
the to enable prior knowledge, play the game Pass the Apple game with the student.
Anyone who has an apple needs to open the plastic case of the apple and ask a
question when I say stop the apple. The questions in the Apple Container are
questions to rejuvenate students' prior knowledge. An example of the question looks
like this:
1. If a student soaks litmus paper in a container of solution and the litmus paper turns blue, is
the solution an acid or a base?
2. If the student soaks the litmus paper in a container of solution and the litmus paper turns red,
is an acid or a base in the solution?
3. If the substance is bitter, giving you something to taste. Is this substance an acid or a base?
4. If I give you something to taste and the substance is acidic, then the substance is an acid or a
base.
5. The solution falls on the wooden surface of the laboratory and the surface begins to corrode.
Is this solution an acid or a base?
6. If you come in contact with a slippery substance in the laboratory, is that substance an acid
or a base?

In conclusion, activating earlier information can assist construct pupil self-
assurance and assist construct greater lasting connections among antique and new

4. information, as a consequence making ready college students` minds to apprehend
new connections and capabilities in upcoming content. The methods I selected are
that I use inside my lecture room to spark off earlier information and I sense that the
paintings best.
They each spark off earlier information, however, the KWL chart is a device that permits
instructors to spark off earlier information in a manner that engages the pupil withinside
the activation, making him a lively learner in preference to a passive listener. While
asking questions earlier than studying reveling in them can assist college students in
technique studying with a useful mindset.





References
Instructional approaches for activating prior knowledge
Chin, C. (2006). National Institute of Education. Retrieved from Teacher Questioning in Science
Classrooms: What Approaches Stimulate Productive Thinking? :
https://repository.nie.edu.sg/bitstream/10497/4744/1/ISEC_2006_ChinC_a.pdf
Ogle, D. M. (1986). Reading Teacher. KWL: A Teaching Model that develops Active Reading of
Expository Text, 39.
Rowe, D. W. & Rayford, L. (1987). Activating background knowledge in reading comprehension
assessment. Reading Research Quarterly, 22(2), 160-176
Strangman, N., Hall, T., & Meyer, A. (2004). Background knowledge instruction and the
implications for UDL implementation. National Center on Accessing the General Curriculum.
https://web.archive.org/web/20210224031539/https://aem.cast.org/about/public
ations/2004/ncac-background-knowledge-udl.html