S3.1: Difference between revisions
From The Eco-STEM Wiki
Corinbowen (talk | contribs) (Created page with "= ''Structure'' S3.1: Include material appropriate to student prerequisite knowledge = This can be challenging to many of us since our students enter the class with different background knowledge. Some useful strategies can be: * Conduct a test at the beginning of the semester to assess students’ background knowledge * Provide resources or materials to help students review prerequisite knowledge if needed * Use “just-in-time teaching” to provide need...") |
Corinbowen (talk | contribs) mNo edit summary |
||
| (3 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
= ''[[Structure]]'' [[S3]].1: | = ''[[Structure]]'' [[S3]].1: Includes material appropriate to student prerequisite knowledge = | ||
=== Practices === | |||
* Recognize that many of our students enter the class with different levels of background knowledge and strive to support them through growth processes | |||
=== Activities === | |||
* Conduct a test at the beginning of the semester to assess students’ background knowledge | |||
* Provide resources or materials to help students review prerequisite knowledge if needed | * Provide resources or materials to help students review prerequisite knowledge if needed | ||
* Use “just-in-time teaching” to provide needed information | * Use “just-in-time teaching” to provide needed information | ||
Latest revision as of 14:39, 11 August 2022
Structure S3.1: Includes material appropriate to student prerequisite knowledge
Practices
- Recognize that many of our students enter the class with different levels of background knowledge and strive to support them through growth processes
Activities
- Conduct a test at the beginning of the semester to assess students’ background knowledge
- Provide resources or materials to help students review prerequisite knowledge if needed
- Use “just-in-time teaching” to provide needed information
