You are here Show
Students entering university possess years of educational experience, as well as personal stories that shape how they respond to
teaching and learning. Research in educational psychology demonstrates that students’ prior knowledge can directly impact their learning in class. For example, learners who have more extensive K-12 academic preparation tend to have greater academic success in college (Kurlaender and Howell, 2012). Conversely, prior misconceptualizations or inaccurate knowledge can also hinder future development (Ambrose, et. al 2010). As such, instructors should take the time through
assessments, active learning, and beginning-of-class activities to ascertain the knowledge their students bring to the classroom, and strategize how this information can inform pedagogy. Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M (2010). How Learning Works: 7 Research – Based Principles for
Smart Teaching. San Francisco: Jossey-Bass. Kurlaender M, Howell JS. (2012). Academic Preparation for College: Evidence on the Importance of Academic Rigor in High School. Advocacy & Policy Center Affinity Network Background Paper. College Board Advocacy & Policy Center. Why is it important to link new information with old knowledge?New learning is constructed on prior knowledge. The more we understand about what students already think, and the more we help them engage their prior understandings, the more likely they are to learn well – and the less likely they are to misinterpret the material in our courses.
How can I activate the students background knowledge?Asking students to brainstorm about what they already know about a topic. Making explicit connections between previously learned concepts and new ones. Using graphic organizers and other visuals to show the connections between students' prior experiences and new knowledge.
What is a good way to connect the content with a student's prior knowledge?Pair students to complete the prior-knowledge-quick-write, but have them draw pictures rather than write, so they will do a prior-knowledge-quick-draw.. Have questions prepared to ask students.. Use visual representations.. Model the first time.. Allow students to communicate with others and share.. How will you activate students prior knowledge and link previous learning to the learning activity?Some commonly used strategies to activate prior knowledge are: Graphic organisers; Concept maps; KWL Chart; Anticipatory guides; Hot potato; Finding out tables; Learning grids; and Brainstorming. Students learn a second language best when they are able to draw on their prior knowledge of their first language.
|