University of Georgia

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

Discipline-Specific Examples

STEM (Science, Technology, Engineering, and Mathematics)
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Humanities
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Social Sciences
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Co-Curricular
(experiences outside of the formal classroom but contribute to student learning)
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Universal Design for Active Learning

Universal Design for Active Learning
UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.

Physical Considerations
If handwriting is not required, offer the checklist in a digital format.

Timing & Pacing
Allow self-paced completion without a strict time limit. Self-reflection benefits from unhurried consideration.

Social Interaction
Allow private completion without required sharing. Use aggregate results to inform instruction to avoid singling out individuals.

Information Accessibility
Provide the checklist in a referenceable format before and after instruction so students can track their own growth.

Ways to Participate/Express
Allow completion in writing, digitally, or verbally with an instructor or peer.

Online Adaptations

Coming Soon!

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