Professor Emerita describes what, how, and why we should help students connect to background knowledge. She also describes some of the features that should go with the lessons for activating student's prior knowledge. This video also gives multiple demonstrations of teachers activating their student's prior knowledge before starting the new lesson.
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Activating prior knowledge is important because it helps link what they already know to what they will be learning about. It also helps them mentally prepare for the upcoming learning (Jackson, 2012). Teachers can assist the learning process of the new information by knowing what they students know beforehand (Green, 2015). Some questions that can be asked to activate prior knowledge before reading can include, but not limited to, "What do I already know about? Have any of you ever experienced this, What have you read about before?" ("Activating Prior Knowledge", 2015). Constructivism proposes that the new knowledge students are taking in are constructed from what is already known. Jean Piaget claimed that students combine prior knowledge with experiences (Alber, 2011). They make sense of their experiences using their own schema (Alber, 2011).
Things to Keep In Mind:
1. Activate Relevant Prior Knowledge: They can use what they know as a tool for making connections. It acts like a foundation they can build on. The prior knowledge that is being activated should directly relate to the topic and key concepts of the upcoming lesson.
2. Minimize Irrelevant Prior Knowledge: Not all activating strategies are equal. At times we can activate irreverent information and steer them in the wrong direction compared to the future lessons. This becomes a distraction rather than a helpful strategy. Activating relevant prior knowledge will help them stay on track.
3. Compensate for Missing Prior Knowledge: They may not have the prior knowledge or experiences needed. Instead of activating it at this point teachers need to create it. Activities can be used during this time to guide them to the experiences needed.
(Jackson, 2012).
2. Minimize Irrelevant Prior Knowledge: Not all activating strategies are equal. At times we can activate irreverent information and steer them in the wrong direction compared to the future lessons. This becomes a distraction rather than a helpful strategy. Activating relevant prior knowledge will help them stay on track.
3. Compensate for Missing Prior Knowledge: They may not have the prior knowledge or experiences needed. Instead of activating it at this point teachers need to create it. Activities can be used during this time to guide them to the experiences needed.
(Jackson, 2012).
Some Strategies that Work Help Activate Prior Knowledge |
The video below shows several examples of a teacher activating prior knowledge with students. She asks them to explain their reasoning after every answer. The way she is using this strategy is by looking at possible vocabulary words. Not only is she building up their background knowledge, she is also building on their vocabulary.
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Writing Standard_
CCSS.ELA-LITERACY.W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.