Tapping into prior knowledge of Students

Studies show that students learn more readily when they can connect what they are learning to what they already know. However, instructors should not presume that students will immediately or naturally draw on relevant prior knowledge. Instead they should deliberately activate students’ prior knowledge to help them forge robust links to new knowledge

Because knowing what is a very different kind of knowledge than knowing how or knowing when, it is especially essential that, as instructors, we are clear in out own minds about the knowledge requirements of different tasks and that we not assume that because out students have one kind of knowledge that they have another. Instead, it is critical to assess both the amount and nature of students’ prior knowledge so that we can design our instruction approximately.

Try these activities for firing knowledge in those young minds and tapping into prior knowledge:

• Image Brainstorm for Prior Knowledge. Project an image on the LCD projector or smartboard and ask students to tell you everything they can about the picture. As a teacher choose images that make sense to them and also allow you to connect to the new content and/or concepts students will be learning.Basically I often would use an image of famous artwork to launch our discussion on tone and mood in a particular poem or short story.
• K-W-L Chart for Prior Knowledge. Tried and true, yes, though I have to say, it doesn't work with all subjects and can be an overused activity for evaluating prior knowledge. Use sparingly and dynamically.
• Picture Books for Prior Knowledge. No matter the age, they work like magic. To make a real difference if there's a concept or skill you are about to introduce, find a children's book that's related in some way and that your students may be familiar with. Speaking of picture books read it aloud and watch the bells go off.
• ABC Brainstorming for Prior Knowledge. I love this one. One cannot think of it but on one sheet of paper students make a box for every letter of the alphabet and then (they can do it in pairs) brainstorm a word or phrase that starts with each letter. Pay attention in class and if kids are about to study the history of slavery in the U.S., they may write things like: "Africans" for a, "boat" for b, "chains" for c, etc.
• Class Brainstorm Web for Prior Knowledge. Have a great time after writing a word or phrase in a circle (whiteboard, poster paper) have students write as many words connected to it that they can think of around it. For example, you might write "photosynthesis" in the center and kids write things like, plants, green, sun, water, and light. Use a timer with this activity to create a sense of urgency (which adds to the fun). Keep the web visible throughout upcoming lessons and refer to it as you explore photosynthesis in-depth, even asking them to add words and facts to it.
• Discover the Mistakes for Prior Knowledge

For the subject matter you will be teaching, create a webpage or blog entry that mimics an online encyclopedia entry. Include at least four content errors. Request students to compare the webpage to a credible site, such as the National Geographic Channel. Their task is to correct the mistakes. This is a outstanding way to build some prior knowledge and hone students’ analysis skills.

• Word Sorts for Prior Knowledge

Too often word sorts also allow you to see how much students know. This strategy is a strong one that in small groups give students a set of vocabulary cards. You explain the students to discuss the words and group them based on whether or not they fit in with the topic. You will tell the class that after reading a text students revisit their word groupings and sort them again. To up the rigor even more, preview the subject and have students generate related words on their own before reading the text.

• Write the Room for Prior Knowledge

Inorder to gauge prior knowledge is by taping posters around the room. Now on each one write a word or phrase related to your topic. This works wonderfully as students enter they move from poster to poster writing something they know about the word or phrase. In other words, they “write the room.” Use stickies if you have multiple classes.

Using Concept Maps for Prior Knowledge

Many times concept maps are a graphic representation of students’ knowledge. Asking students to create concept maps can provide you with insights into how they organize and represent knowledge. Now this can be a useful strategy for assessing both the knowledge students have coming into a program or course and their developing knowledge of course material.

Conclusion

Assessing students’ prior knowledge allows you to customize your teaching to meet their needs. These uncomplicated and adaptable strategies can help you gain an understanding of what your students do and do not know in short order.