Sentences with phrase «prior knowledge of concepts»

Not exact matches

Scaffolding may include the provision of advanced organizers such as outlines and rubrics, resources, templates, models and worked examples, concept maps, prompts to recall prior knowledge, etc..

Students need to be explicitly taught and given opportunities to practice using executive functions to organize, prioritize, compare, contrast, connect to prior knowledge, give new examples of a concept, participate in open - ended discussions, synthesize new learning into concise summaries, and symbolize new learning into new mental constructs, such as through the arts or writing across the curriculum.

The first part of the 5E model, Engage, introduces the new science concept by determining the student's» prior knowledge while revealing student misconceptions.

It requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students» prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.

Teachers» knowledge about students facilitates the development of strategies to address students» prior knowledge of particular science concepts and misconceptions in science (McCrory, 2008).

His work was based on the theories of David Ausubel and the importance of prior knowledge as the key to learning new new concepts.

The fundamental forms of science assessment that result in learning addressed by the assessment component include the following student outcomes: (a) identifying, constructing, or distinguishing between of examples illustrating the presence or absence of a concept in everyday scenarios, (b) predicting or describing how to produce a specific outcome in everyday scenarios, based upon knowledge of concept relationship (s), and (c) explaining plausible reasons for an occurrence based upon prior knowledge of relevant concept relationships (i.e., abductive reasoning).

LESSON SUGGESTIONS The following two part lesson can be used as a review to deepen the understanding of concepts previously taught, as a unit opener and to activate prior knowledge.

By working through these challenges and applying information based on prior knowledge, students deepen their understanding of complicated mathematical concepts.

The FCA clarified that step 3 of the 4 - step obviousness test that was provided in Plavix 1 requires a comparison between the inventive concept (or the claim as construed) and the prior art, not the common general knowledge, to identify the differences, if any, between the inventive concept and the prior art.