In this article, we’ll be looking at the differences between Entry Behaviour and Previous Knowledge in a lesson plan.
Have you ever walked into a room and immediately felt out of place? or entered a new situation with a preconceived idea of what to expect? These feelings can be attributed to Entry Behaviour and Previous Knowledge. But what exactly sets these two concepts apart? Understanding the difference between entry Behaviour and previous knowledge can greatly impact how one perceives and navigates new situations.
As teachers, it’s important to understand the influence that Entry Behaviour and Previous Knowledge have on your students’ learning and success. But what exactly are these concepts, and how do they impact our classroom experiences?
In this article, we will look at the key differences between these two concepts, providing a clear and comprehensive understanding of how it impacts classroom teaching.
Difference Between Entry Behaviour and Previous Knowledge
The difference between entry Behaviour and previous knowledge is that entry Behaviour is the process of determining the skills and knowledge that a student brings to the learning process, while previous knowledge is the experience in relation to the current topic. Entry Behaviour typically involves assessing the student’s prior knowledge and attitudes about a topic before teaching it. On the other hand, Previous Knowledge refers to the student’s experiences related to the topic or subject being studied. Entry Behaviour can be used to activate prior knowledge and facilitate learning, while previous knowledge is a prerequisite for understanding the current topic.
Entry Behaviour refers to the attitudes, emotions, and physical state of a student at the beginning of a lesson, which can impact their engagement and learning. Previous knowledge refers to the prior knowledge and understanding that a student has about a topic, which can influence their ability to grasp new information.
What is Entry Behaviour
Entry Behaviour is the plan made for the introduction of the day’s lesson to attract the learner’s undivided attention for the new topic and set the learner’s mind to the thinking mode, which helps to make the teaching and learning process a learner-based session as the learner is made to get a clearer insight of the new topic, which enables active participation of the learner. This could be in the form of a drama, song, question, story, etc.
Entry Behaviour could refer to the student’s prior knowledge, intellectual ability, or background knowledge before starting a new lesson. The goal of the implementation of entry Behaviour is to take the students from their current level (entry Behaviour) to their desired level of mastery (terminal Behaviour).
In a lesson plan book, Entry Behaviour is usually written before Instructional Materials or Set Induction, depending on the type of lesson plan. The Entry Behaviour is a crucial aspect of a teacher’s lesson plan because it signifies the learners’ prior knowledge of the subject. A teacher or student teacher should start the lesson with what the students already know and gradually move towards unknown information or the new lesson or topic. This would make the learning process easier for both students and educators.
The Entry Behaviour is usually implemented at the beginning of a class, where the teacher or student teacher asks questions to assess the students’ previous experiences and make the lesson content more relatable.
To write an entry Behaviour for a lesson or topic, a teacher or student teacher must know what the students already know that is related to the new lesson he or she is about to introduce. However, it’s important to consider the level of the learner when setting entry Behaviour because this will impact the type of questions the teacher can ask based on the students’ abilities.
Examples of Entry Behaviour
Like we stated earlier, Entry Behaviour is the background knowledge the pupils or students must have had that’s relevant to the new lesson. It could be informal or formal. It’s usually stated as follows in a lesson plan manual: “The students have seen, or have learned, or are conversant with…”
As a teacher, if you are to teach your students a topic called “Meaning and Roles for Advertising,” your Entry Behaviour could be stated as thus: “The students have been hearing advertising songs for goods.”
It’s important, as a teacher or student teacher, to always assess your students’ knowledge by asking them questions to be sure they have some ideas about the new lesson you want to present. For example, if you’re to teach a new lesson on the topic “Sense Organs,” ask your students to identify their ears, nose, and mouth. More examples of Entry Behaviour is contained in this article.
What is Previous Knowledge in Lesson Plan?
In a lesson plan, Previous knowledge refers to the information or skills that a student already possesses before learning something new. This may include both formal education and informal experiences.
Previous knowledge is what students already know about the surrounding world from academic instruction and personal life experiences. It helps learners make sense of new information by comparing it to what they already know and fitting it in.
Previous knowledge can sometimes be either accurate or inaccurate, but regardless, it influences learners’ beliefs, attitudes, and expectations. This can help or hinder comprehension, but it plays a huge role in developing fluency and a learner’s engagement during teaching.
In a lesson plan, previous knowledge is used to assess the learners’ current understanding of the subject matter and identify any misconceptions or gaps in their understanding. This information is then used by the teacher to tailor the lesson to the students’ needs and ensure that the lesson being presented is appropriate for their level of understanding.
However, previous knowledge refers to the knowledge a student has regarding a particular topic based on their previous experiences or learning activities acquired either in the classroom or elsewhere.
Teachers are interested in the concept of Previous Knowledge because research has found that it helps facilitate the teaching and learning process. Learners can relate or connect new knowledge to prerequisites as a way to understand new concepts. This is specifically true when the new information is similar to the previous knowledge in some way.
Previous Knowledge is the idea the students have before the commencement of a new lesson. Such knowledge could be gained either through the previous lesson or from what they already know beyond the four walls of the classroom.
Examples of Previous Knowledge
As stated earlier, Previous Knowledge refers to prior knowledge or ideas gained by the learners within or outside the class that will help them understand the new lesson to be taught by the teacher.
Previous Knowledge is usually stated as follows in a lesson plan manual or book: “The learners have been taught…”, “The pupils are conversant with…”, etc.
Previous knowledge is only what teachers previously taught their students. It can be what they—the students—have learned from their parents, friends, or environment.
Importance of Previous Knowledge and Entry Behaviour in Lesson Plan
In a lesson plan, considering the entry Behaviour and previous knowledge of students helps the teacher plan activities and instructional strategies that are appropriate and effective for the specific needs and abilities of the students in the class.
Incorporating Entry Behaviour and previous knowledge into a lesson plan helps create a personalized and meaningful learning experience for students. For example, if students have a negative attitude towards a subject, the teacher can design activities that increase engagement and build excitement for the topic. If students have prior knowledge about a topic, the teacher can build on that knowledge and provide opportunities for them to apply and expand their understanding.
Additionally, regularly assessing and monitoring entry Behaviour and previous knowledge can also help the teacher make adjustments to the lesson plan as needed to ensure that all students are engaged and challenged.
However, considering entry Behaviour and previous knowledge is an important aspect of effective lesson planning, as it allows teachers to design instruction that meets the unique needs and abilities of each student and leads to improved learning outcomes.