LC Module: Prior Knowledge Connections

“The human brain is always looking to make associations between incoming information and experience. All new information is incorporated into existing neural networks. If it does not connect through association to a previous memory or have some personal relevance to latch on to, all is lost” (Fishback,1999 as stated Cercone, 2006)

“A large body of findings shows that learning proceeds primarily from prior knowledge.” (Rochelle, 2014) “Proficient learners build on and activate their background knowledge before reading, writing, speaking, or listening; poor learners begin without thinking.”(perfectlearning.com, n.d.)

30 MIN

GC112 – Prior Knowledge – Prior Knowledge Concept Map

GC112-S5 – Prior Knowledge Concept Map – In a five-step process, when instruction begins, Alexa or Instructor will ask students what comes to mind when a lesson-related word is heard or an image is viewed. Then, individually, with a partner or small group, students will create a concept map by inserting the lesson topic or image in a center circle on a horizontal sheet of paper or cardboard tri-fold board. Next, Alexa or Instructor will have students draw major links from their map’s center, ending each link by connecting a major sub-topic or key point. Last, students will insert related details and appropriate linking words for each sub-topic and details on the map. A relevant linking word will be written on each line, such as have, is, are, shows, values, may lead to, results from, may drive, determines, works with, etc. By linking the lesson topic to relevant sub-topics and details, simple sentences are formed. (Option – Journal Entry)

30 MIN

GC111 – Prior Knowledge – Knowledge Learning Cards/Sheets

GC111-S4 – Knowledge Learning Cards/Sheets – In a quick five-step process, Alexa or Instructor will guide students to create a set of Knowledge Learning Cards to use with a lecture or reading lesson. First, a list of topics to be covered in today’s lesson will be provided. Then, each student will label an index card per topic (or begin listing topics on the left side of a vertically-folded sheet of paper, leaving room to list their current knowledge and a question per topic.) Last, as the lesson proceeds, individually, with a partner, in a small group and/or class, students will be directed to write each topic’s key points, details, facts and quiz question response on the back of each topic card, (or right column of their paper.)

10 MIN

GC110 – Prior Knowledge – Knowledge Discovery Learning Table

GC110-S4 – Knowledge Discovery Learning Table – In several simple brief steps, throughout the whole lesson, Alexa or Instructor will guide students, individually, with a partner or small group to construct a Knowledge Learning Table, within an established timeline. First, students will list their current topic knowledge. Then, after both lesson and discussion, students will be directed to review their past knowledge to see if any of their thoughts have changed. Next, any new knowledge gained will be added to their learning table. Last, students will proceed to contemplate how they can personally use any of the information from the lesson and what they still do not know about the topic, but need to learn. (Option – Journal Entry)

10 MIN

GC109 – Prior Knowledge – Knowledge Rating Scale

GC109-S4 – Knowledge Rating Scale – In a four-step process, Alexa or Instructor will guide students, individually, with a partner or small group, to create a Knowledge Rating Scale, using the format provided. Students will review each Topic Question inserted into the scale. Then, place an “X” in the column that best represents their current knowledge level for each question. Subsequently, after listening closely to lesson, students will be directed to reassess their new level of knowledge and complete the answer to the topic questions provided. (Option – Journal Entry)

10 MIN

GC108 – Prior Knowledge – Introductory Topic Stoppers

GC108-S2 – Introductory Topic Stoppers – Alexa or Instructor will guide students, individually, with a partner, in a small group or as a class, to respond to one or more of the lesson-related reflection questions during the lesson introduction. These questions are effective in accessing prior knowledge for the purpose of establishing strong connections to the new upcoming lesson-related content. (The Instructor will randomly select questions that best align with the lesson content and quickly insert into the lesson.) (Option – Journal Entry)

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.