Amel Ksaibati 6/21
Assessing and Activating Prior Knowledge of Your Students
Use the “Prior Knowledge Primer” in this module to complete the following worksheet. In addition to techniques offered in the primer, feel free
to add your own ideas to the worksheet as well. This worksheet provides space to consider four instances where prior knowledge is crucial to
performing well in your course. Four is an arbitrary number – consider a number that works for your course.
Prior knowledge that is crucial to performing well in your course:
Crucial prior knowledge #1: Basic knowledge in mathematics and solving equations
Crucial prior knowledge #2: curiosity and interest in digging deeper
Crucial prior knowledge #3: Basic physics theory
Prior Knowledge
Consideration (from
the “Prior Knowledge
Primer”)
How I can gauge
crucial prior
knowledge of my
students?
List a Strategy, Activity, Assignment, or Resource
Crucial prior knowledge #1: Live poll for the entire class to have them rate their
prior knowledge on these subjects
Crucial prior knowledge #2: Fun gameshow or icebreaker type activity on the first
day of class to create some friendly competition and to see the types of
personalities the students have and gauge their learning curiosity
Crucial prior knowledge #3: Live poll for the entire class to have them rate their
prior knowledge on these subjects
Notes
How I can activate
prior knowledge
during instruction
or with an
assignment?
Crucial prior knowledge #1: in the poll/gameshow ask questions related to
course/prerequisite material that is applied to real-world examples. This gives
students to link concepts and to see the practical application.
Crucial prior knowledge #2: Ask the students to create a small concept map after
polling activity to link the concepts that they think they will need in your course.
Tell them to make it colorful and useful as a road map for the semester.
Crucial prior knowledge #3: in the poll/gameshow ask questions related to
course/prerequisite material that is applied to real-world examples. This gives
students to link concepts and to see the practical application.
Prior Knowledge
Consideration (from
the “Prior Knowledge
Primer”)
How I can address
insufficient prior
knowledge?
Activity
Crucial prior knowledge #1: recommend a reminder/cheat sheet packet they can
review if they feel behind in some concepts. I could add any additional material
based on the results of the poll.
Crucial prior knowledge #2: I would recommend office hours if they need a nudge in
the right direction or to clarify my expectations.
Crucial prior knowledge #3: recommend a reminder/cheat sheet packet they can
review if they feel behind in some concepts. I could add any additional material
based on the results of the poll.
Notes
How I can help
students recognize
inaccurate prior
knowledge?
Crucial prior knowledge #1: I would encourage collaboration among peers. I would
reward students who collaborate on their projects. I would encourage students to
speak to a partner before sharing their thoughts. This allows students to discuss and
think critically before submitting an answer.
Crucial prior knowledge #2: I would encourage them to be curious and research
they own understanding. I would ask them to explain or summarize difficult
concepts to a younger sibling. Or write “plain language summaries” of complex
topics.
Crucial prior knowledge #3: I would encourage collaboration among peers. I would
reward students who collaborate on their projects. I would encourage students to
speak to a partner before sharing their thoughts. This allows students to discuss and
think critically before submitting an answer
How I can correct
inaccurate
knowledge?
Crucial prior knowledge #1: after each poll question I would give a brief look into
the answer. This will help correct any misconceptions about the subject matter. I
would also keep a running list of “muddy topics” which are questions I receive that
would benefit many students even in future semesters.
Crucial prior knowledge #2: I would encourage a “question of the morning” where
anyone in the class has the opportunity to ask/bring up a question about tangential
material or material they see online or in current events. This would encourage
curiosity and help us clear any misconceptions.
Crucial prior knowledge #3: after each poll question I would give a brief look into
the answer. This will help correct any misconceptions about the subject matter. I
would also keep a running list of “muddy topics” which are questions I receive that
would benefit many students even in future semesters.