The instructor creates a checklist of both the content covered in the course and the skills practiced within the course. Learners use this checklist to assess their interest and knowledge of each item at the beginning of a course. The instructor then uses these assessments to discuss the learners’ interests and preexisting knowledge around each topic on the checklist.
| Individual/Group Activity | Individually & Group |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Remember |
| Development Initial | Absolute Knowing |
| Minimum Time to Facilitate | < 15 Minutes |
| Minimum Time to Debrief | < 10 Minutes |
| PDFs | Here |
Additional Resources
Alhaisoni, E. (2017). Prior knowledge in EFL reading comprehension: Native and nonnative EFL teachers’ perceptions, classroom strategies and difficulties encountered. International Journal on Studies in English Language and Literature, 5(1), 30-41: https://www.academia.edu/download/78138459/4.pdf
Kakhki, M. K., Asl, N. M., & Parirokh, M. (2021). Assessment of customer knowledge management in academic libraries: Design and validation of a checklist. The journal of academic librarianship, 47(6), 102459: https://www.sciencedirect.com/science/article/pii/S0099133321001506?casa_token=lLb3_KMaul0AAAAA:K-sOTshbQFWyBG8S2pxHo0UnCiXaa2gNbCit6EUIbbIVvX7gFxOWSO0gJoZBThG85Ts48E3z
Houben, G., Lenie, K., & Vanhoof, K. (1999). A knowledge-based SWOT-analysis system as an instrument for strategic planning in small and medium sized enterprises. Decision support systems, 26(2), 125-135: https://www.sciencedirect.com/science/article/pii/S016792369900024X?casa_token=Wj3wOonmYw8AAAAA:1NPfET3TvHH-WSTn3ASk6eYgJ_8r7zTwb6mpsZuukgYehmvIx5o3C2P1_kbrGejggvxfyiAA