Opportunities

One misunderstood concept in education is the focus on prior knowledge (PK) as an 'either/or' scenario when it comes to helping or hindering content area instruction. I experienced gaps myself and struggled to articulate how PK is misapplied as an either/or because educators aren't asking students the right questions. For example, typically teachers fall into the mindset that either a student can draw on PK to build-on or they cannot for a particular content area, like writing or mathematics. It is widely accepted in education circles that PK can either help or hurt ones progress in acquiring and assimilating new information. This is easier and neater than exploring why traditional PK techniques do not always work, for example, experience trauma while learning and cultural dynamics.

Can you recall a time when you were a student and were completely gobsmacked that others around you knew something that you didn't? Perhaps you recall a time you felt embarrassed or dumb for not knowing something that the teacher claimed you learned last year. As educators, how we respond to students during and after an activity are equally important to how we frame the activity.

Another misunderstood concept that impacts students' Prior Knowledge (PK) and is directly related to education is culture. Culture is often boiled down to static features; such as, holidays, foods, religions, the arts including languages. However, culture is actually intricate and dynamic. (Nieto, 2008) For example, a teacher that is a 50+ caucasian and from a traditional middle-class to upper-middle class family will have different cultural and subculture norms, values, and symbols than a 16+ Dine' student from a non-traditional middle to upper-middle class family when engaging PK and connecting it to new information. As a result PK may remain inconveniently inaccessible by students because it goes against cultural and subcultural norms.

The misconception is on the focus of Prior Knowledge as an event rather than a process. Educators like myself often focus on the what a student should already know and how to present the new information. And PK activities are used as straight pathway between the two endpoints; often an after thought.

But by shifting our understanding that PK may not have a starting point on the pathway due to trauma gaps or cultural miscommunications we can avoid negatively effect students' acquiring new information.

If PK is seen as an 'either/or' situation, both teacher(s) and student(s) may intentionally or unintentionally assume that the student lacks an ability, or skill-set for a particular subject area. When the educator actual missed an opportunity to present questions that not only triggering students' PK, but spark the students on a personal level. The result can be that students do not immediately recognize how that new information can be applied to: the present task and fail to activate PK, acquire new information, and demonstrate understanding or application in a timely manner. As a result, the impact is that teachers and students are likely to identify the learner as someone who cannot.

However, if the teacher re-frames the concept of prior knowledge from an activity to a process they open students up to autonomously deep-diving they learning could be off the charts. Jeff Haden explored the concepts of learning more and remembering in "Leading Brain Expert on How to Learn Faster and Retain More: Ask Yourself These 3 Questions". Reading this sparked something in me and helped fill the gaps that I expressed earlier on regarding how prior knowledge is misunderstood and misapplied as a concept in education. Haden shares that one of three key pillars to successful learning-personal. A concept a mentor taught me; lessons need to be personal, profound, and positive (3 Ps), students can learn more than I set out to teach them. Haden identifies Jim Kwik's three questions from Limitless: Upgrade Your Brain, Learn Anything Faster, and Unlock Your Exceptional Life. If I adapt these questions and ask myself during the lesson planning process, "How can my students learn this?", "Why must they learn this?", and "When will they use what they've learned?" my lessons, expectations, and outcomes are drastically impacted. My mindset shifts from prior knowledge being either/or to a personal learning process. Furthermore, when I ask my students to answer, "How they can learn/use this?", "Why they must use this?" and "When will they use this?" their mindset shifts from what they don't know how they can learn more faster and use it!

Can your reflect on a lesson plan and identify areas where these 3-questions are asked?

If we continue on the line of thought that PK is not an 'either/or' task, but a process we should also consider Prior Knowledge as it relates to culture. Meaning the process that the educator brings into a classroom to engage and connect with students require sensitivity as well as an understanding and appreciation of the student's culture and subculture to provide PK activities that personal, profound and positive. For example, in my English class writing themes around death, religion and dystopian society may allow students to think critically, engage in the process of learning, and demonstrate understanding within their world. If I ask my students to answer, "How they can use?", "Why they must use this?" and "When will they use this?"