What are the best learning strategies to activate prior knowledg ✓ Solved

What are the best learning strategies to activate prior knowledge before introducing new information to students? Why is it so important to call up prior information before new information is presented? How do teachers accommodate students with limited prior knowledge on a subject?

One method of activating prior knowledge before introducing new information to students is a method called "advanced organizers". This method was introduced by David Ausubel and was used to help students orient the materials that they were about to learn. This also helped them recall information that they had learned prior that could help them with incorporating the new information. Studies have shown that advanced organizers help with increasing students' understanding of certain kinds of materials as well. When given an advanced organizer, those students retained much more of the new material compared to those students who did not receive an advanced organizer.

Another method of activating prior knowledge before introducing new information to students is called “analogies”. Like advanced organizers, analogies also play a key role in helping students understand by linking new information to prior knowledge. The reason for using analogies is that it helps students to learn new information by relating it to concepts that they have already learned prior. Elaboration can also help play a role in helping students learn new information. Psychologists refer to this as the process of thinking about materials to be learned in a way that connects the material to information or ideas that are already in the learner's mind. You can incorporate this strategy by stating that the elaborated information is much easier to understand and/or remember, to help students comprehend lessons.

Organization is another way of helping students to understand. Organization has always played a huge role in helping me understand new concepts. It is easier for students to learn when information is organized logically. It makes it meaningful and easier for them to learn and remember. Material that is well organized is much easier to learn and remember than material that is poorly organized. Using questioning techniques and conceptual models can also help students to obtain new information easier. Using questioning techniques requires students to stop from time to time and assess their own understanding of what the teacher and/or text is saying. Asking the students questions before introducing new materials can help students to learn the new material.

Using conceptual models and diagrams can also help students comprehend topics. It allows them to not only learn but also helps with allowing them to apply their learning to creatively solve problems. It is important to call upon prior knowledge before presenting new knowledge because we increase the likelihood that our students will be able to recall and use what we teach by helping them engage their prior knowledge and connect new information to their prior understanding. Our students come to us each with their own prior knowledge, conceptual understanding, skills, and beliefs. When we present them with problems or new information, their prior knowledge and experiences influence their thinking.

It is essential to ensure that your students have mastered a skill before moving on to a new skill. For example, make sure your student has prior knowledge based on a topic before distributing a new topic for them to obtain new knowledge. When a student has limited prior knowledge, it is crucial that the teacher does not move on. They should always go back and reteach and/or go over their previous lesson so that all the students know what is going on. In math, for instance, some math problems call for multiple steps. For a student to learn step 2, they must first learn step 1, and if they don’t know step 1, it makes it hard to move on to step 2. Because you can’t get to step 2 without step 1.

Low-achieving students often ask fewer and more inappropriate questions than other students do, leading teachers to avoid calling on them. The implications of such a finding are significant. If a teacher never calls on a student, the student will soon notice and stop participating altogether. Teachers can help students engage in the question-asking process. The first step is to explain why questions are vital to the learning process. Providing students with clear rationales, such as, “I use questions to understand other perspectives and to engage in collaborative thinking and learning” or “I ask myself questions to monitor my thinking and learning,” is crucial. Identifying the function of a question is vital in motivating students, and these sample stems serve as prompts for students who need help forming useful questions.

One way to teach students to ask questions is to have them use the who, what, when, and where approach. This helps them guide their questions.

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The concept of activating prior knowledge is a foundational principle in educational psychology that emphasizes the importance of connecting new information to existing cognitive frameworks. It is essential for educators to implement effective strategies to achieve this activation for improved learning outcomes among students. Among the best learning strategies are advanced organizers, analogies, elaboration, and effective organization of information. These strategies not only enhance comprehension of new information but also facilitate retention and application of knowledge by students.

Advanced organizers serve as roadmap tools that prepare students for upcoming lessons by framing the new information within the context of what they already know. According to Ausubel (1963), these organizers can take the form of outlines or conceptual maps that encapsulate vital concepts, thus aiding in cognitive integration. When utilized prior to instruction, advanced organizers allow learners to establish connections and anticipate the content, which has proven to enhance retention by engaging existing schemas (Wenk, 2017).

Analogies are another powerful strategy for activating prior knowledge. By drawing parallels between new concepts and familiar experiences, educators can bridge the gap between new learning and existing cognitive structures. For instance, explaining the structure of an atom by comparing it to a solar system allows students to use their understanding of more tangible objects to grasp abstract scientific concepts. This method not only aids comprehension but also encourages students to engage in deeper thinking, facilitating the learning process (Slavin, 2015).

Elaboration strategies encourage students to process new information by making connections to their own experiences. This cognitive strategy often includes discussions or activities where students are prompted to connect lessons with their personal experiences or prior knowledge (Schmidt & Marzano, 2015). Such interactions can significantly enhance understanding and retention, as they personalize learning experiences and reinforce meaningful connections (Wenk, 2017).

Furthermore, organization of information is crucial for facilitating learning. Well-structured content enables students to comprehend and retain material more effectively (Schmidt & Marzano, 2015). Educators should strive to present information in logical sequences, making it easier for students to navigate complex subject matter. This organization can take many forms, from clearly outlining lectures to employing digital tools that highlight relationships between concepts and ideas.

Teachers also play a key role in supporting students with limited prior knowledge. They can provide additional context or pre-teach relevant information to assist these learners in building connections about new material. Strategies such as collaborative learning, where students share insights and discuss prior knowledge as a class, can empower students and create a supportive environment that promotes learning (Slavin, 2015).

Teachers must also consider their question-asking techniques when addressing the engagement of low-achieving students. Often, these students may hesitate to participate due to a lack of confidence or prior knowledge. Modeling effective question-posing strategies can encourage participation while signaling to students that contribution is valuable. Employing a supportive approach, where teachers gently redirect or clarify questions asked by these students, can foster a more inclusive atmosphere where all contributions are welcomed (Wenk, 2017).

Ultimately, the responsibility lies with educators to cultivate an environment that values inquiry and embraces questioning as a critical aspect of learning. Incorporating strategies that activate prior knowledge not only leads to better engagement and understanding but also fosters self-confidence and a sense of belonging among students (Schmidt & Marzano, 2015).

In conclusion, the activation of prior knowledge through various learning strategies plays an essential role in boosting student engagement and success in learning. Advanced organizers, analogies, elaboration, and organized instruction are effective methods that educators can implement to support students in connecting new information with their existing knowledge. These strategies create a more robust learning environment where every student is equipped to participate and thrive.

References

• Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
• Schmidt, W., & Marzano, R. J. (2015). The importance of well-structured lesson plans. Educational Leadership, 73(6), 40-45.
• Slavin, R. E. (2015). Educational Psychology: Theory and Practice. New Jersey: Pearson.
• Wenk, L. (2017, September 14). The importance of engaging prior knowledge. Retrieved from [URL]
• Brusilovsky, P., & Millán, E. (2019). User Modeling, Adaptation, and Personalization: 27th International Conference. Springer.
• Barkley, E. F., Cross, P. K., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass.
• Fischer, G. (2003). Community-based learning: A conceptual framework. The MITRE Corporation.
• Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction. New York: Holt, Rinehart and Winston.