In traditional Teaching, it's not necessary to check prior knowledge. If the objective is to teach, for example, addition of algebraic expressions, it's not important what knowledge the students have upon entering the classroom. At the end of the class period, the teacher can proudly say, "I taught it." The assumption is that the student is an empty vessel that the teacher will fill. However, if the objective is to have students learn, checking for prior knowledge is essential. Learner-centered environments pay close attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting. The knowledge that students bring to the learning environment may help or hinder the acquisition of new knowledge or the performance of a new skill.
One teacher asked, "What if I check to see how well the students can master the objective at the beginning of the class and find out that some can already do it?" This teacher is ready to discuss differentiated instruction. Unfortunately, many students sit through classes bored because they have already mastered the skill that is being taught. The traditional solution for many gifted students is to give them more to do, rather than challenge them to explore other perspectives or take on more complex tasks.
The method used to check for prior knowledge can be very simple and should take no more than five minutes. Students may write their responses, but the teacher should use techniques that allow her to quickly assess the group without getting caught i a blizzard of collecting and grading papers. Some examples:
- "Write down everything you know about function."
- "Look at the chart on the board comparing and contrasting various religions according to five criteria. How many of you can fill in five of the ten squares? Ten?
- "Think about the debate last night for a few minutes, and then share your thoughts with your neighbor. Be prepared to tell us who your neighbors thought won the debate and why?"
Checking for prior knowledge not only gives the teacher valuable information regarding the knowledge and skills students bring to the class; it also prepares the students for the lesson to follow. Differentiated instruction responds to the readiness and interests of the students. How can the teacher make informed decisions about learning and teaching without this information?
