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Activating Prior Knowledge

Activating Prior Knowledge. Based on a presentation by: Lucy Castañón. Did you know?. “Each student brings to the classroom a rich storehouse of knowledge about the world.”. Tapping into students own experiences enhances meaning.

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Activating Prior Knowledge

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  1. Activating Prior Knowledge Based on a presentation by: Lucy Castañón

  2. Did you know?

  3. “Each student brings to the classroom a rich storehouse of knowledge about the world.”

  4. Tapping into students own experiences enhances meaning.

  5. Activating prior knowledge increases comprehension [making meaning].

  6. Use a KWL Chart Begin by having the class make a KWL chart as a group . Over time, students can do this individually, or in small groups. This helps you the teacher Prepare for the unit of study by knowing what the students know and want to know.

  7. How is this KWHL chart different? What does this type of pre-assessment chart suggest learners will be doing?

  8. Pre-Assess Through Questions Focused questioning at different stages of reading help pre-asses but also help prepare students for information. • Pre Reading • During Reading • After Reading BEFORE DURING AFTER

  9. Pre-Reading Strategies Help…. • Activate Prior Knowledge • Prepare the brain for new coming information • Help the students understand why they are reading the material • Introduce new vocabulary • Help students make connections

  10. What is Schemata? “Schemata” the reader's/listener’s preexisting concepts about the world and about the text to be read or heard. Into this framework, the reader/listener fits what s/he finds in any text.

  11. If new textual information does not fit into a reader's/listener’s schemata, the reader/listener misunderstands the new material, ignores the new material, or revises the schemata to match the facts within the text.

  12. Developing comprehension helps bridge the gap between what is known and what is new. It opens students to new learning by reassuring them that the concepts are within their grasp. It gives them a reference point for assimilating new material and adds greater meaning to the new concept.

  13. What is Your Students Prior Knowledge? Students generally fall into three categories: MUCH - strong understanding of concepts; understands definitions; can make analogies; can link ideas to new information.  SOME - may give some examples; may know some attributes; can provide some defining characteristics.  LITTLE -little firsthand experience; limited knowledge of vocabulary and related skills.

  14. In each instance, the teacher will make specific instructional decisions based on what is discovered in the prior knowledge part of the lesson. • To check out what prior knowledge exists about a topic, idea, or concept, you may choose to do some of the following activities: 

  15. *BRAINSTORM the topic. Write all the information solicited from the students on the chalkboard, a piece of paper, or transparency. 

  16. *ASK specific and/or general questions about the topic. See what responses are given. 

  17. Teachers should remember to:

  18. (1) Present information which builds:  *Background ideas  *Concepts  *Principles 

  19. (2) Show, don't tell through--  *Demonstrations  *Multi-media  *Graphics 

  20. (3) Use rich resources: * Multimedia * Trips * Speakers * Artifacts

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