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Understanding Prior Knowledge in Education: Key Insights for Effective Teaching

This workshop from August 2010 emphasizes the importance of prior knowledge in learning. Educators are encouraged to assess what their students know and don’t know to foster better connections with new information. The text explores strategies for determining students' foundational concepts and vocabulary before instruction begins. It highlights the impact of prior knowledge on long-term memory storage and suggests using diagnostic activities to gauge student understanding. Key references and resources for further exploration are provided to enhance teaching practices.

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Understanding Prior Knowledge in Education: Key Insights for Effective Teaching

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  1. Anyone who has begun to think, places some portion of the world in jeopardy. ~ John Dewey Prior Knowledge New Teacher Training Workshop August 2010

  2. What does this mean to you? • When he dropped the stick, it was over. • A “stick” is a term runners use to refer to the baton. If a runner drops the baton, the relay team is disqualified from the race.

  3. Prior Knowledge “People can connect new information to prior knowledge only when they actually have knowledge that relates to what they’re learning. One of the most important factors affecting long-term memory storage, then, is what a person already knows.”(Ausubel et al,. 1978; Haskell, 2001; Novak, 1998; Shapiro). A great teacher asks: What do my students know (and don’t know)?

  4. Reflect on your particular discipline. In your discipline: What vocabulary do you believe each child should know entering your class this year? What foundational concepts will you assume most students know having successfully completed the grade prior to the one you teach? What general themes must each child understand in order to begin learning what you are going to teach them?

  5. What kinds of diagnostic activities might you use to gage students’ prior knowledge? In pairs, determine two ways you might determine students’ prior knowledge. Share.

  6. Prior Knowledge goes beyond what students know about a subject

  7. How do you intend to get to know what your students believe about… What else do you believe you should know about your students?

  8. Preview Guides. http://www.thinkport.org/8292dfce-cd3a-4294-8286-7bf09b59b667.asset?

  9. Graphic Organizers. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

  10. K – W – H – L Chart. http://www.ncsu.edu/midlink/KWL.chart.html

  11. Reading for further insight into this topic:Ormrod, Human Learning, 2008 (p.210 – 231) Hirsch, Reading Comprehension Requires Knowledge - of Words and the World, 2003Hart and Risley, The Early Catastrophe: The 30 Million Word Gap by Age 3, 2003Gardner, The Unschooled Mind: How Children Think and How Schools Should Teach, 1992 (p.143 - 181)

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