Chapter One: Students' Prior Knowledge
The principle of learning starts with student's prior knowledge of the material. Students are exposed to knowledge at the start of birth through real life influences and academics. When students reach the classroom they have been exposed to an abundance of information, but it is the job of the teachers to use that knowledge to connect through cross curricular subjects. This knowledge will help students become life long learners and expand their skills through subject areas. Students prior knowledge also influence their beliefs, knowledge, and experiences. Students will base their influences and knowledge towards information that may not be accurately correct or appropriate for the subject area being taught. As a educator we need correct these inaccurate beliefs to help individuals build higher learning.
The research based upon the learning principles informs individuals that prior knowledge is connected through students current knowledge. For example, when students can connect to what they are learning to real life experiences or topics from previous classes they are able to retain the information better. Students are able to tap into that retained information to build upon that knowledge in other class subjects or topics through their life.
The strategies instructors can use to build students' prior knowledge include talking to colleagues, administer a diagnostic assessment, have students assess their own prior knowledge, use brainstorming to reveal prior knowledge, assign a concept map activity, or look for patterns of error in student work. When instructors collaborate with their colleagues they are able to determine students knowledge, skill, and type of learning ability. Instructors can also collaborate on previous classroom material that was taught and what types of methods they used to teach the subject area. For example, an English teacher may print out the directions/steps to create an essay, while going over the sheet verbally the instructor will have the layout on a power point screen to help reinforce the material. An instructor may administer a diagnostic assessment to help locate students knowledge on the topic. If students are proficient, instructors are able to move ahead through the class material, but if they are not the instructor is able to go over the material to provide higher learning. An instructor may have students assess their own prior knowledge by creating a list of concepts or skills required for the students to accomplish throughout the school year or semester. Students are able to assess their own competence by using a scale that ranges from cursory familiarity ("I have heard of the term") to factual knowledge ( "I could define it"), to conceptual knowledge ("I could explain it to someone else") to application ("I can use it to solve problems"). This type of scale will help instructors to be able to identify if students understand the information that is being taught so that the instructor can change the instruction to better meet the students learning capabilities. An instructor may use brainstorming to reveal prior knowledge by asking students specific questions to help open a discussion. For example an instructor may ask students what they think of when they hear the word Muslim? The wording of the sentence helps open the class up to discussion to find out what factual or assumed information they know on the topic. An instructor may assign a concept map activity in which students will write down everything they know about a specific topic. As an instructor you must be clear in the details that students should be writing down. For example, if you want to gain insight on what students know about a topic then they should write every specific detail down. If you want students to build upon that knowledge then you will need to provide the details and have students link them to the main idea. An instructor may look for patterns of error in student work by examining homework, tests, quizzes, and etc. This will help instructors determine any patterns or gaps where students are misinformed about the material. Instructors try to use the clicker method which provides immediate feedback and alerts the instructor of any concepts that students are not understanding. All of these strategies are great skills to use to help determine students' prior knowledge of content. (Ambrose, Bridges, Dipietro, Lovett, Norman, 2010)
As a educator I have experienced the learning principle in action. I have many students who have had very little outside experiences to build upon their knowledge and have misconceptions about topics/issues. As the instructor I discuss any misconceptions about a topic with the students to help bridge the gap of misinformed information. I also give students a pre and post test to help locate students' prior knowledge on a topic. I am also trying to set up my clickers this year to use in the classroom to receive immediate feedback on students learning about specific concepts.
A great example of the learning principle in action in my classroom is when I was helping a student answer a question from Agricultural Science. The question was to list three crops that are grown in our local region. The student said corn, watermelon, and zucchini. The corn was correct, but I said watermelon and zucchini are not types of crops. His response was that they grew them in their garden, which he insisted was a crop. I was able to have a direct conversation with him about soy beans and wheat being a big producer in our region, because you can grow them in abundance in the fields. I will also admit that I have had many misconceptions about the world, especially the cultural cuisines individuals eat in other countries. For example, I always thought everyone around the world ate scrambled eggs and bacon for breakfast. When my husband and I visited China they had corn on the cob, noodles, stir fry, etc., when we visited European countries the breakfast consisted of cold meat, cheeses, and nutella to spread on toast. I will let you know that I was in for a shock when I woke up and walked downstairs to find corn on the cob for breakfast! I think as individuals we take experiences and build upon our knowledge, which helps us become well rounded human beings.
The research based upon the learning principles informs individuals that prior knowledge is connected through students current knowledge. For example, when students can connect to what they are learning to real life experiences or topics from previous classes they are able to retain the information better. Students are able to tap into that retained information to build upon that knowledge in other class subjects or topics through their life.
The strategies instructors can use to build students' prior knowledge include talking to colleagues, administer a diagnostic assessment, have students assess their own prior knowledge, use brainstorming to reveal prior knowledge, assign a concept map activity, or look for patterns of error in student work. When instructors collaborate with their colleagues they are able to determine students knowledge, skill, and type of learning ability. Instructors can also collaborate on previous classroom material that was taught and what types of methods they used to teach the subject area. For example, an English teacher may print out the directions/steps to create an essay, while going over the sheet verbally the instructor will have the layout on a power point screen to help reinforce the material. An instructor may administer a diagnostic assessment to help locate students knowledge on the topic. If students are proficient, instructors are able to move ahead through the class material, but if they are not the instructor is able to go over the material to provide higher learning. An instructor may have students assess their own prior knowledge by creating a list of concepts or skills required for the students to accomplish throughout the school year or semester. Students are able to assess their own competence by using a scale that ranges from cursory familiarity ("I have heard of the term") to factual knowledge ( "I could define it"), to conceptual knowledge ("I could explain it to someone else") to application ("I can use it to solve problems"). This type of scale will help instructors to be able to identify if students understand the information that is being taught so that the instructor can change the instruction to better meet the students learning capabilities. An instructor may use brainstorming to reveal prior knowledge by asking students specific questions to help open a discussion. For example an instructor may ask students what they think of when they hear the word Muslim? The wording of the sentence helps open the class up to discussion to find out what factual or assumed information they know on the topic. An instructor may assign a concept map activity in which students will write down everything they know about a specific topic. As an instructor you must be clear in the details that students should be writing down. For example, if you want to gain insight on what students know about a topic then they should write every specific detail down. If you want students to build upon that knowledge then you will need to provide the details and have students link them to the main idea. An instructor may look for patterns of error in student work by examining homework, tests, quizzes, and etc. This will help instructors determine any patterns or gaps where students are misinformed about the material. Instructors try to use the clicker method which provides immediate feedback and alerts the instructor of any concepts that students are not understanding. All of these strategies are great skills to use to help determine students' prior knowledge of content. (Ambrose, Bridges, Dipietro, Lovett, Norman, 2010)
As a educator I have experienced the learning principle in action. I have many students who have had very little outside experiences to build upon their knowledge and have misconceptions about topics/issues. As the instructor I discuss any misconceptions about a topic with the students to help bridge the gap of misinformed information. I also give students a pre and post test to help locate students' prior knowledge on a topic. I am also trying to set up my clickers this year to use in the classroom to receive immediate feedback on students learning about specific concepts.
A great example of the learning principle in action in my classroom is when I was helping a student answer a question from Agricultural Science. The question was to list three crops that are grown in our local region. The student said corn, watermelon, and zucchini. The corn was correct, but I said watermelon and zucchini are not types of crops. His response was that they grew them in their garden, which he insisted was a crop. I was able to have a direct conversation with him about soy beans and wheat being a big producer in our region, because you can grow them in abundance in the fields. I will also admit that I have had many misconceptions about the world, especially the cultural cuisines individuals eat in other countries. For example, I always thought everyone around the world ate scrambled eggs and bacon for breakfast. When my husband and I visited China they had corn on the cob, noodles, stir fry, etc., when we visited European countries the breakfast consisted of cold meat, cheeses, and nutella to spread on toast. I will let you know that I was in for a shock when I woke up and walked downstairs to find corn on the cob for breakfast! I think as individuals we take experiences and build upon our knowledge, which helps us become well rounded human beings.
Ambrose, S., Bridges M., DiPietro, M., Lovett, M., Norman, M. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass