Embedded Files
Prior Knowledge: A Framework
Prior Knowledge: A Framework
The terms "prior knowledge" and "background knowledge" can have slightly different meanings depending on the source.
So that all NPS educators share a language and can conceptualize the various aspects of prior knowledge, the graphic above can be used for reference. Note the connection among prior knowledge, background knowledge, prerequisites, and vocabulary.
Why?
Why?
Prior knowledge (both contextual understanding and prerequisite learning) play a major role in supporting all students to meet grade level/course expectations. Educators must:
UNDERSTAND the essential concepts and skills that all students must master. Teachers must identify the prerequisite skills/concepts that will be required for students to access grade level content and must also consider additional prior knowledge that will make new learning relevant and meaningful.
DIAGNOSE student understanding of prerequisites and/or prior knowledge prior to instruction.
TAKE ACTION by providing scaffolds to address identified needs for the whole class, small groups, or individuals. High leverage scaffolds include the following, which are outlined in the information below:
Activating prior knowledge at the start of a lesson
Building background knowledge for students to make better sense of new learning. Building background knowledge is necessary when students lack the prior knowledge that makes new learning meaningful and understandable.
Embedding prerequisites in the content of new learning
For a full overview of this framework, go to Challenging All Students to Meet Course/GL Expectations.
Connecting Prior Knowledge - Memory and Learning
Connecting Prior Knowledge - Memory and Learning
Watch this video from Teachers College at Columbia University to learn how prior knowledge is connected to how the brain process and stores information.
Connect New Learning to Prior Knowledge
Connect New Learning to Prior Knowledge
"ALL NEW LEARNING BUILDS ON PRIOR LEARNING"
"ALL NEW LEARNING BUILDS ON PRIOR LEARNING"
What are the best ways to activate and build students’ prior knowledge, and why is it important?
In order for a student's brain to process information and take information from working memory to long-term memory, the information must (a) make sense and (b) have meaning. This is why activating prior knowledge and embedding prerequisites are essential for new learning. Prerequisites help students make sense of new learning while other prior knowledge gives new learning meaning.
The only way to build new interests and capacities is by activating and building on students’ prior knowledge and interests before instruction. This process honors what students bring to the classroom and provides them with necessary context and connection to the purpose and payoff of what is to be learned. It is also essential to culturally relevant pedagogy. Read here to learn more about the connection of prior knowledge to cultural relevance.
The image to the left will bring you to a webpage with strategies and tools to use to activate prior knowledge for Multilanguage Learners. Be sure to also check out the Supporting MLs page.
The image to the left will bring you to a webpage with strategies and tools to use to activate prior knowledge for Multilanguage Learners. Be sure to also check out the Supporting MLs page.
Build Background Knowledge
Build Background Knowledge
Teachers build background knowledge by providing information to students. Building background knowledge provides context and relevance for new learning.
Teachers build background knowledge by providing information to students. Building background knowledge provides context and relevance for new learning.
Building students' background knowledge is important because...
Building students' background knowledge is important because...
Students see the connection between previous and current learning
We establish a set of conceptual “hooks” on which students can “hang” new learning
Students get on the same page with us
We receive formative-assessment data we can use throughout the learning experience
What are some ways to build background knowledge with students?
What are some ways to build background knowledge with students?
Provide explicit instruction on vocabulary that is needed to launch the unit and continue to embed vocabulary instruction "just in time" throughout the unit. (See here for more information)
All NGSS-aligned science units begin with a phenomena that anchor the learning for students in a shared experience. Teachers leverage the phenomena throughout the unit to connect mew learning back to the phenomena.
Ask questions that address problematic or controversial aspects of the content. Think about how you might connect new learning to a social justice issue of high interest to students.
Begin a unit with a performance task - a high interest problem for students to solve that will require new learning from the unit. As teachers progress through the unit, they return back to the performance task for students to apply new learning. This technique builds background knowledge of real-life problems to be solved, generates student interest, and continually connects new learning back to the shared experience of students (performance task).
Solve a “junior,” mini, or scaled-back version of the problem you will teach students to solve
Provide autobiographical prompts related to the learning ahead (make students face a moral dilemma the character will face, putting them in the thematic driver’s seat)
Unpack images or art related to the targeted learning (see-think-wonder protocols that mirror the process of inquiry: establishing the facts, interpreting facts and inference chains, asking questions to drive further learning)
Conduct a survey or opinionnaire related to new learning
Embed Prerequisite Skills/Concepts
Embed Prerequisite Skills/Concepts
Prerequisite concept/skills are those that students are required to know/do before new learning can take place. For example, students must understand whole numbers before they can learn about fractions. Students need to know what text features are before they learn how to apply them in their research. In other words, prerequisites describe the prior skills and concepts that are required in order for a student to be successful on a current concept/skill. While it is tempting to teach all prerequisites "up front" at the start of the unit, students learn best when taught prerequisites "just in time" and embedded with new content. This strategy removes a possible barrier to learning grade/course level content.
Resources
Resources
Use of resources such as learning progressions and coherence maps allows teachers to understand previous standards in order to embed them into grade level learning.
Professional learning resources for ELA and math. The link brings you to teaching guides which contain clear explanations of standards, videos, assessments and lesson ideas. These guides can support teacher understanding of current and past grade level standards.
These maps show the connections between Common Core State Standards for Mathematics. They allow you to see how concepts are built within and across grades. By using these maps, you will be able to trace a standard back through its logical pre-requisites.
ELA and Math Core Content Connectors
The National Center and State Collaborative has created a site that identifies the core content connectors (CCCs) for each ELA and math standard. CCCs help break down the standards to identify the knowledge and skills needed to meet the grade level standard.
Page updated
Report abuse