Professional Learning Activating prior knowledge of students is key to learning. July 19, 2011 Learning progresses primarily from prior knowledge, and only secondarily from the materials we present to students, studies show. Think about that. We teachers spend so much time gathering materials -- important and necessary for good instruction -- but are we often enough using the greatest tools right there at our fingertips? All of those young minds, ready to go! We are all guilty of hurrying through teaching some concept or skill, and not taking the time to slow down, ask the kids what they already know about the matter, and make important connections to what is to come. I'd like to offer some research behind why we need to cut that out and activities to help us. The Research Behind ItConstructivism proposes that new knowledge is constructed from old. It holds the educational belief that as teachers, it's essential that we make connections between what new is being presented with students' prior experiences. The Swiss psychologist Jean Piaget believed educating children to be one of society's most important tasks. And after much research, he concluded youngsters, like adults, combine prior knowledge with experience. Learners make sense of their experiences (and learning) using their own schemata. And there's John Dewey, a child-centered educator, as well as philosopher and psychologist, considered one of the first educational reformers. Dewey focused on the growth of a child's capabilities and interests more than the mandates of a curriculum. And both of these early education researchers influenced the development of constructivism. Use It or Lose It -- PK StrategiesLaunching the learning in your classroom from the prior knowledge of your students is a tenet of good teaching. In an earlier post about scaffolding techniques, I also wrote that asking students to share their own experiences, hunches, and ideas about the content or concept of study and relating it to their own lives should be done at the start of a lesson -- and throughout a unit of study. Try these activities for firing up those young minds and tapping into prior knowledge:
If we don't ignite the prior knowledge of our students when we teach, we may fall prey to what the late Brazilian educational theorist Paulo Freire referred to as "the banking concept" in pedagogy -- treating students as if they are empty vessels waiting to be filled with the knowledge of the teacher. Basically, taking on a view that the kids have very little to offer to the classroom learning and discussions. Thank goodness we know this to be a ridiculous notion. We also know that when we use the schemata of students to genuinely shape and guide the learning, we may take some unexpected roads -- changing lesson plans and learning outcomes all together. And that's okay. Please share with us your strategies and activities for activating the prior knowledge of your students. How important is connecting new information with the previous knowledge?Connecting and activating pertinent prior knowledge assembles bridges connecting knowledge already integrated into understanding of a topic, and new knowledge, thus enabling learning through the creation of mental hooks that assist to anchor new instructional concepts, processes and skills (Andersen, 2018).
Why is it important to activate prior knowledge when you learn something new?Students learn better when they first access what they already know—and this plays a big role in improving English language learners' academic literacy. Activating prior knowledge means both eliciting from students what they already know and building initial knowledge that they need in order to access upcoming content.
Why is making connections for students important for making learning relevant?By building relationships with students, teachers can motivate and understand the background of each student. Developing relationships with students provides teachers the opportunity to motivate students to use their capabilities and direct them in a path that can give them a successful outcome in school and in life.
What is the role and value of prior knowledge in the learning of new concepts and content?Prior knowledge has long been considered the most important factor influencing learning and student achievement. The amount and quality of prior knowledge positively influence both knowledge acquisition and the capacity to apply higher-order cognitive problem-solving skills.
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