January 2012 • Volume 43 • Number 3 • Pages 22-31
Building and Activating Students' Background Knowledge: It's What They Already Know That Counts
Teachers must assess and build on the background knowledge students possess.
*This We Believe Characteristics
- Meaningful Learning
- Challenging Curriculum
- Multiple Learning Approaches
*Denotes the corresponding characteristics from AMLE's position paper, This We Believe, for this article. |
Douglas Fisher, Nancy Frey, & Diane Lapp
Article Description: Students enter the middle grades with varying amounts of background knowledge. Teachers must assess student background knowledge for gaps or misconceptions and then provide instruction to build on that base. This article discusses effective strategies for assessing and developing students' background knowledge so they can become independent learners who make personal connections to their learning. Strategies include assessing students' reading abilities, providing direct experiences with content, and building vocabulary.
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Douglas Fisher is a professor of education at San Diego State University and a teacher at Health Sciences High and Middle College, San Diego, CA. E-mail: dfisher@mail.sdsu.eduNancy Frey is a professor of education at San Diego State University and a teacher at Health Sciences High and Middle College, San Diego, CA. E-mail: nfrey@mail.sdsu.eduDiane Lapp is a distinguished professor of education in the College of Education at San Diego State University and a teacher at Health Sciences High and Middle College, San Diego, CA. E-mail: lapp@mail.sdsu.edu
Copyright © 2012 Association for Middle Level Education