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\n\tHigh Leverage Teaching Practices for Remote Teaching\t

Eliciting Prior Knowledge<\/h1><\/header>[vc_column_text]In-Depth Analysis
\n<\/span><\/strong>Prepared by Raffaella Borasi, Center for Learning in the Digital Age<\/em><\/p>\n
Use this webpage as a resource to inform the design of specific learning activities aiming at eliciting your students\u2019 prior knowledge. <\/strong><\/em>While created specifically for online\/remote settings, many of the considerations reported here are applicable to face-to-face instruction as well.<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/3″ el_id=”video”][vc_video link=”https:\/\/www.youtube.com\/watch?v=Gfi0OsZdvMQ”][\/vc_column][vc_column][vc_row_inner el_class=”arrow-row”][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-video-camera” size=”xl”][vc_column_text]Watch VIDEO<\/a> as introduction[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-plus-circle” size=”xl”][vc_column_text]Explore by clicking on \u201c+\u201d across the page[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-download” size=”xl”][vc_column_text]Download In-depth Analysis<\/a> and Summary Handout<\/a>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-list-ul” size=”lg”][vc_column_text]Plan implementations of this practice (using the Summary Handout<\/a>)[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-lightbulb-o” size=”xl”][vc_column_text]Reflect on your implementations (using Journal Template<\/a>)[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-pencil” size=”xl”][vc_column_text](If desired) Add to the In-depth Analysis<\/a> and Summary Handout<\/a>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][vc_separator][vc_row_inner][vc_column_inner width=”1\/3″][vc_btn title=”Detailed Guide for Use as a Resource” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_As-a-resource.pdf||target:%20_blank|”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_btn title=”Detailed Guide for Individuals” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_for-Individuals.pdf||target:%20_blank|”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_btn title=”Detailed Guide for Groups” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_for-Groups.pdf||target:%20_blank|”][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Introduction” tab_id=”1595967966843-73d53d9b-1868″][vc_column_text]Research on how people learn has pointed out the importance of building on students\u2019 prior knowledge – but eliciting that knowledge may be challenging, especially if you are teaching remotely and cannot easily observe students\u2019 reactions or ask impromptu questions.\u00a0 On the other hand, online tools can provide powerful new ways to both elicit and record your students\u2019 prior knowledge, which will be useful regardless of your teaching context.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Potential benefits of Eliciting Prior Knowledge we want to maximize” tab_id=”1595967966862-d9e4f521-2488″][vc_column_text]<\/p>\n
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Helping students activate relevant prior knowledge and be more ready to use\/build on that knowledge for a learning activity<\/li>\n
Enabling each student to benefit from other peers\u2019 prior knowledge<\/li>\n
Helping teachers identify common misconceptions, and thus better plan instruction that can address them<\/li>\n
Helping teachers identify common misconceptions, and use them to create surprise that may increase students\u2019 interest in the topic<\/li>\n
Helping teachers identify students who may need additional support\/ scaffolding<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Potential challenges and how they may be reduced” tab_id=”1595968015404-19a44b53-5965″][vc_column_text]<\/p>\n
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Students may try to tell the teacher what they think s\/he wants to know:\n
\n
Elicit prior knowledge at the very beginning of a module, before introducing any related content<\/li>\n
Word your prompts carefully to avoid \u201cleading questions\u201d<\/li>\n
Don\u2019t assign grades to tasks intended to elicit prior knowledge<\/li>\n
Keep replies anonymous<\/li>\n<\/ul>\n<\/li>\n
Students may not feel \u201csafe\u201d about sharing their prior knowledge\n
\n
Don\u2019t assign grades to tasks intended to elicit prior knowledge<\/li>\n
Keep replies anonymous<\/li>\n
Set conducive classroom norms and develop trust through initial low-stakes activities<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Other considerations” tab_id=”1595968024068-c3e7baf2-43f0″][vc_column_text]<\/p>\n
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The way you choose and word your prompts will be critical to the success of the activity<\/li>\n
Creating a record of the prior knowledge elicited is valuable, as it will allow students to revisit it at the end of a module\/unit, and thus be able to recognize and better appreciate what they learned as a result of that module\/unit<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Key tips” tab_id=”1596871177184-48df34e2-9056″][vc_column_text]<\/p>\n
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Word your prompts carefully and keep them open-ended, so as to avoid \u201cleading\u201d questions<\/li>\n
Don\u2019t assign a grade, so students will feel \u201csafer\u201d in sharing what they do not know<\/li>\n
To spark interest in the topic, whenever possible elicit and show a diversity of responses<\/li>\n
To show learning\/ growth, create and revisit records at the end of the unit\/module<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/3″][vc_column_text]Summary Handout<\/strong> (PDF<\/a>) (Word<\/a>)\u2013 1-page summary you can print out and use as reference<\/p>\n
Journal Template<\/strong> (PDF<\/a>) (Word<\/a>)\u2013 editable document to record your experiences with this practice<\/p>\n
In-depth Analysis<\/strong> (PDF<\/a>) (Word<\/a>)\u2013 Document version of the content of this page, which you can personalize if you wish by adding your own notes[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/2″][vc_column_text]<\/p>\n
Key instructional decisions<\/h2>\n
(click on each item to show options, along with their pros & cons)<\/em>[\/vc_column_text][vc_column_text]<\/p>\n
WHEN<\/strong><\/h3>\n
[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Prior to the relevant task” tab_id=”1596027088648-872bd9b0-ab06″][vc_row_inner][vc_column_inner][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
Gives time to the teacher to process the information thus gathered, and possibly make changes in his\/her plan if needed<\/li>\n
Doesn\u2019t take up class\/ synch time<\/li>\n<\/ul>\n<\/td>\n
\n
\n
\u201cActivation\u201d of relevant prior knowledge will be less immediate<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_tta_section][vc_tta_section title=”At the beginning of a task (as part of the task itself)” tab_id=”1596871896460-ba7f34b8-eb4c”][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
Allows the student to immediately activate (and use) the relevant prior knowledge<\/li>\n
May feel less like an assessment and more as part of the learning process \u2013 and thus help with \u201csafety\u201d concerns<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Gives little time to the teacher to make adjustments in his\/her plan if needed<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_separator][vc_column_text]<\/p>\n
Level of PRIVACY<\/h3>\n
[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Individually and publicly shared” tab_id=”1596050325575-e283a7ce-cea9″][vc_row_inner][vc_column_inner][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
Students will benefit from each other\u2019s prior knowledge<\/li>\n
Instructor will know individual students\u2019 responses<\/li>\n
Some students may take the task more seriously<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Some students may not feel \u201csafe\u201d<\/li>\n
Some students may try to tell what they think the teacher wants to hear<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_tta_section][vc_tta_section title=”Privately shared with instructor only” tab_id=”1596872757224-1741369b-a89d”][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
Some students may feel \u201csafer\u201d by not having to share with peers<\/li>\n
Instructor will know individual students\u2019 responses<\/li>\n
Some students may take the task more seriously<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Some students may still not feel \u201csafe\u201d<\/li>\n
Some students may try to tell what they think the teacher wants to hear<\/li>\n
Students will not benefit from each other\u2019s prior knowledge<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Anonymously shared” tab_id=”1596872778638-0f795d0b-e4f0″][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
All students will feel \u201csafe\u201d<\/li>\n
Students will benefit from each other\u2019s prior knowledge<\/li>\n<\/ul>\n<\/td>\n
\n
\n
No accountability on the part of individual students<\/li>\n
Teacher will not be able to know where each student is<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Not shared with anyone” tab_id=”1596872796641-c68bd263-252c”][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
All students will feel \u201csafe\u201d and will be most honest<\/li>\n
It will still allow each student to activate relevant knowledge<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Teacher will not be able to learn from it<\/li>\n
Students will not benefit from each other\u2019s prior knowledge<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_separator][vc_column_text]<\/p>\n
RECORDS created<\/h3>\n
[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Individual” tab_id=”1596050571947-3ae731a5-4159″][vc_row_inner][vc_column_inner][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
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Each student can late revisit his\/her own starting point<\/li>\n
Teacher can revisit each student\u2019s record, and use it as a baseline for assessing what the student learned<\/li>\n<\/ul>\n<\/td>\n
\n
\n
May take extra time for each individual student<\/li>\n
May feel more intimidating to students<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_tta_section][vc_tta_section title=”Collective” tab_id=”1596876726266-45e2c8c1-1d31″][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
Can be revisited at the end to see how the class as a whole progressed<\/li>\n
When using certain online tools, it may take little time to create such record<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Cannot be used to evaluate individual learning by either teacher or student<\/li>\n
May take some extra time and effort during the activity (but likely not much)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”None” tab_id=”1596876736732-77b069dc-37ce”][vc_column_text]<\/p>\n\n\n\n\n
Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
\n
\n
Takes the least amount of time<\/li>\n
Feels \u201csafest\u201d for the student<\/li>\n
Can still activate prior knowledge<\/li>\n<\/ul>\n<\/td>\n
\n
\n
Neither teacher nor students have a record to revisit later<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_separator][vc_column_text]<\/p>\n
Useful online tools<\/h2>\n
[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Learning Management System (LMS)” tab_id=”1596051117402-e2b822b9-8b21″][vc_column_text]<\/p>\n
\n
Any Learning Management Systems (such as Schoology, Google Classrooms, Canvas, Blackboard) has built-in functions that allow students to:\n
\n
submit an electronic copy of their work that it is accessible just to the instructor; this ensures each student\u2019s prior knowledge to remain private,<\/em>while also automatically creating an individual record <\/em>that both teacher and student can revisit later;<\/li>\n
take an online quiz or test \u2013 which can once again be shared only with the instructor<\/em>, while also creating an individual record;<\/em><\/li>\n
post their work in a discussion boards, so it can be publicly shared, <\/em>while also creating an individual record.<\/em><\/li>\n<\/ul>\n
In most cases, LMSs allows for multiple types of artifacts in addition to typed text (including videos, voice recordings, digital photos, etc.).<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”\u201cSharing\u201d apps” tab_id=”1596872464075-0d4bfb0f-c7da”][vc_column_text]Even if your institution has not invested in a Learning Management System, there are stand-alone apps (such as Padlet <\/em>and Flipgrid<\/em>) that allow students to post their\u00a0individual<\/em>\u00a0reflection, journal, or other artifact, in a kind of online discussion board -so they are\u00a0publicly\u00a0accessible<\/em> to the rest of the class, and can be revisited later.\u00a0 In addition to written text, students may be given the option to post a short video or voice message.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Online surveys” tab_id=”1596872526638-89016cb6-6f08″][vc_column_text]Using an online survey (whether within a Learning Management System, or through stand-alone apps like Survey<\/em> Monkey<\/em>) will allow you to collect students\u2019 responses to questions eliciting prior knowledge in a way that allows\u00a0anonymity,<\/em>\u00a0as well as easy and quick ways to get a\u00a0collective<\/em>\u00a0record.\u00a0 Depending on the system, as the instructor you may or may not be able to also access individual student responses.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Electronic polls” tab_id=”1596872564527-3b1e4403-3a7a”][vc_column_text]There are a number of electronic polling tools available (such as Poll Everywhere,<\/em> or features built in synchronous session platforms such as Zoom<\/em>) that will allow you to quickly set up an\u00a0anonymous<\/em>\u00a0poll during a synch session, have students respond in the moment, and then quickly create a\u00a0collective<\/em>\u00a0record that can be immediately shared with students.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Platforms allowing for synchronous sessions” tab_id=”1596872610753-bcd5bf3d-d597″][vc_column_text]Platforms like Zoom <\/em>\u00a0or Google Meet <\/em>allow students to share their prior knowledge orally during an online class session \u2013 even within a smaller group (thus providing a higher level of privacy than sharing synchronously to the entire class) if the platform allows for break-out rooms.\u00a0 Collective<\/em> records of the sharing could be kept by having a note-taker posting notes in a Padlet or Google doc.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Assessment tools” tab_id=”1597007104968-4d20d3ae-a7be”][vc_column_text]There are a number of apps (like Kahoot<\/em> and Quizzlet<\/em>, just to mention a few) that allow the instructor to easily set up online quizzes and tests, and then create a collective summary of responses that can be shared with the class.\u00a0 These tools can also be used as a form of pre-test to elicit student prior knowledge, with the added advantages of being able to share information about students\u2019 prior knowledge anonymously,<\/em> create a collective <\/em>record that be revisited later, and also have an individual <\/em>record for the instructor to evaluate.[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/2″][vc_column_text]<\/p>\n
Options worth considering<\/strong><\/h2>\n
(click on each item for comments about that option) <\/em>[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Anonymous online survey” tab_id=”1596027461265-68b5aba8-cf84″][vc_column_text]<\/p>\n
\n
Every student will respond individually, and thus have a voice<\/li>\n
Anonymous, so students will feel safe to share what they do not know or are concerned about<\/li>\n
Teacher will not know where each student stands<\/li>\n
Allows to collect and share at least some \u201ccollective\u201d results, while keeping individual contributions anonymous<\/li>\n
The collective record may be publicly revisited later as needed<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Ungraded pre-test” tab_id=”1596027461296-f414a0e7-2629″][vc_column_text]<\/p>\n
\n
Private, shared only with the instructor<\/span><\/li>\n
Format allows for a greater variety of tasks and questions than a survey<\/span><\/li>\n
Will help the teacher get a detailed \u201cbaseline\u201d for each student\u00a0<\/span><\/li>\n
Students will likely take it more seriously than a survey<\/span><\/li>\n
Because it is ungraded, students will feel more \u201csafe\u201d to share what they do not know (and may still have some concern even if ungraded)<\/span><\/li>\n
Students can get individualized feedback from the teacher<\/span><\/li>\n
Could be done at the beginning of a class, but if done online it will save precious synchronous time<\/span><\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Initial private journal” tab_id=”1596027492142-c009c998-222b”][vc_column_text]<\/p>\n
\n
Private, shared only with the instructor<\/li>\n
Every student will respond individually, and thus have a voice<\/li>\n
Needs to be much more open-ended than a pre-test, so it may not get to specifics about each student prior knowledge, but on the other hand may reveal some other important things<\/li>\n
Provides an individual record for student and instructor to revisit later (but not a collective\/public one)<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Initial discussion board related to the content” tab_id=”1596027508110-cc4ec395-d699″][vc_column_text]<\/p>\n
\n
Every student will respond individually, and thus have a voice<\/li>\n
Publicly shared \u2013 so students will benefit from other peer\u2019s prior knowledge, but may also feel less \u201csafe\u201d<\/li>\n
Needs to be much more open-ended than a pre-test or survey, so it may not get to specifics about each student prior knowledge, but on the other hand may reveal some other important things<\/li>\n
Provides an individual and collective record for student and instructor to revisit later<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Electronic poll” tab_id=”1596027517810-93c26e57-c35d”][vc_column_text]<\/p>\n
\n
Every student will respond individually, and thus have a voice<\/li>\n
Anonymous, so students will feel safe to share what they do not know or are concerned about<\/li>\n
Teacher will not be able to know what each student knows<\/li>\n
Aggregated class results can be shared immediately \u2013 and possibly used to create conflicts that may generate curiosity in the topic<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Synchronous online discussion” tab_id=”1596027530452-4be0d72a-9e63″][vc_column_text]<\/p>\n
\n
Can be \u201ccontrolled\u201d\/ facilitated by the teacher (unless it takes place in small groups\/ breakout rooms)<\/li>\n
Allows for students to build on each other\u2019s contributions<\/li>\n
Not every student will be able to participate<\/li>\n
There will not be a collective record to get back to and revisit, unless some kinds of notes are taken during the event and saved<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Sharing a \u201cmemorable story\u201d related to the topic” tab_id=”1596027543118-f4af84aa-5fc8″][vc_column_text]<\/p>\n
\n
Could be done both synchronously or asynchronously<\/li>\n
Every student will respond individually, and thus have a voice<\/li>\n
Publicly shared \u2013 so students will benefit from other peer\u2019s prior knowledge, but may also feel less safe<\/li>\n
The information gathered may be less specific and more indirectly related, but it is also likely to be more authentic, as it will feel less like an assessment and thus students may be more open<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Initial open-ended task requiring students to implicitly recall and use their prior knowledge” tab_id=”1596027553738-9ce0ee7c-4a0c”][vc_column_text]<\/p>\n
\n
More indirect, but perhaps the most effective way to figure out what students already know and can do<\/li>\n
Most effective to activate prior knowledge needed to build on for the learning activity to follow<\/li>\n
Difficult for the teacher to capture information for each individual student<\/li>\n
The assigned task needs to be sufficiently open-ended to allow for many solutions at various levels of complexity<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n
More Teaching Practices<\/h2>\n
Synthesizing Learning<\/a> |\u00a0 Conveying Content Online<\/a> | Sharing Student Work<\/a> |\u00a0 Giving Direction for Independent Work<\/a> | Giving Feedback<\/a><\/p>\n
Back to Main Page<\/a><\/p>\n
[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"
[vc_row][vc_column width=”2\/3″][vc_column_text]In-Depth Analysis Prepared by Raffaella Borasi, Center for Learning in the Digital Age Use this webpage as a resource to inform the design of specific learning activities aiming at eliciting your students\u2019 prior knowledge. While created specifically for online\/remote settings, many of the considerations reported here are applicable to face-to-face instruction as well.[\/vc_column_text][\/vc_column][vc_column width=”1\/3″ […]<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":19382,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-19432","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19432","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/comments?post=19432"}],"version-history":[{"count":67,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19432\/revisions"}],"predecessor-version":[{"id":24132,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19432\/revisions\/24132"}],"up":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19382"}],"wp:attachment":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/media?parent=19432"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}