Review Table 3: Instructional approaches for activating prior knowledge (p. 8) in the Strangman, Hall, and Meyer reading:

Review Table 3: Instructional approaches for activating prior knowledge (p. 8) in the Strangman, Hall, and Meyer reading:

•  Strangman, N., Hall, T., & Meyer, A. (2004). Background knowledge instruction and the implications for UDL implementation. National Center on Accessing the General Curriculum. https://web.archive.org/web/20210224031539/https:/aem.cast.org/about/publications/2004/ncac-background-knowledge-udl.html

 The table identifies six evidence-based approaches teachers can consider using in order to better engage students in the classroom:

•  Reflection and recording
•  Interactive discussion
•  Answering questions
•  K-W-L
•  CONTACT-2
•  Interpretation of topic-related pictures

Select two of the six approaches and investigate how the approach is used in the classroom. In your paper:

• Illustrate how each approach is intended to be used in the classroom by creating an example to demonstrate the methodology. What does each approach look like in practice?
• Identify at least one limitation of each approach you selected. Why might employing these approaches be challenging for a teacher?
• Submit a paper which is 3-4 pages in length, excluding the Title and References pages. Your paper should be double-spaced and cite at least 2 outside sources in APA format. Table 3 includes several references for each of the approaches. You can draw from these references or you can find other sources for the same approach. You are not limited to the references included in Table 3. Your paper should be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.
• Rubic:
•   Foundation of
  Knowledge :-   

  Student
  demonstrates a
  command of two
  instructional
  approaches for
  activating prior
  knowledge.
  Assignment shows
  an impressive level
  of student’s ability
  to successfully
  apply the selected
  approaches to
  practical classroom
  applications.
  Student provides
  comprehensive
  analysis of at least
  one limitation to
  each approach.

•   Critical Thinking
  Skills:- 

  Student provides a
  strategic approach
  in presenting
  examples of
  problem solving or
  critical thinking,
  while drawing
  logical conclusions
  which are not
  immediately
  obvious. Student
  provides wellsupported ideas and
  reflection with a
  variety of current

   

  and/or world views
  in the assignment.
  Student presents a
  genuine intellectual
  development of
  ideas throughout
  assignment.

•   Organization, Style
  & Citations: – 

  Student thoroughly
  understands and
  excels in explaining
  all major points. An
  original, unique,
  and/or imaginative
  approach to overall
  ideas, concepts, and
  findings is
  presented. Overall
  format of
  assignment includes
  an appropriate
  introduction (or
  abstract), welldeveloped
  paragraphs, and
  conclusion.
  Finished assignment
  demonstrates
  student’s ability to
  plan and organize
  research in a logical
  sequence. Student
  uses at least 2
  references in
  assignment. 

•   

  Grammar &
  Mechanics:- 

  Student
  demonstrates an 

  excellent command
  of grammar, as well
  as presents research
  in a clear and
  concise writing
  style. Presents a
  thorough, extensive
  understanding of
  word usage. Student
  excels in the
  selection and
  development of a
  well-planned
  research
  assignment.
  Assignment is
  error-free and
  reflects student’s
  ability to prepare a
  high-quality
  academic
  assignment using
  APA formatting.
  Submission is
  within the
  prescribed page
  limit.