2 Tasks Required in 8-10 Hours

1-The best learning strategies to activate prior knowledge before introducing new information is to activate constructivism whereby new information comes from old information that is connected to prior experience. Scaffolding is important because it allows for shared experiences and relation to units of study to be explored. Brainstorming is also effective because it offers many avenues for students to gain insight and share information about a topic. Graphic organizers are an advantageous part of brainstorming because they offer a visual for students to use in recalling prior information in an organized fashion. Calling on prior knowledge is important because it builds a foundation for students to expand on as they learn new material. Students will be more confident when they realize that they know some background information on a topic. This allows students to activate many factors that are important for learning new information. Connecting past knowledge to anticipated new information makes everything make more sense. For students with limited prior knowledge, teachers can accommodate by filling in the gaps with common knowledge about the subject, having students do some research before they begin learning the new material, or having others share what they know in order to build a foundation for other students. Also, teachers can relate other matters that are similar in order to draw connections for students who are unfamiliar with current content.

2-By not allowing certain students (those with lower achievement) to ask questions, teachers are limiting those students from expressing themselves with what they do know. Teachers should re-direct questions and model appropriate question types for all students. The low-achieving students need the most help. By ignoring their participation, teachers are, in essence, pushing them to an even lower level of achievement. Teachers should pose the questions themselves and ask questions to the students. Teachers should help low-achieving students by not telling them that they are wrong, but by suggesting that there may be a different way to look at or create a more appropriate question. Punishing or ignoring low-achieving students will, ultimately, cause those students to detach from the learning environment and their grades will probably suffer more. Helping model and structure effective questions will illicit better involvement from all students.