1
Unit 7: Instructional Approaches for Activating
Prior Knowledge
Course: EDUC 5210 Learning Theory and
Implications for Instruction
Instructor: Dr. Greg Denlea University of The
People
, 2
Instructional Approaches for Activating Prior Knowledge
Prior knowledge largely influenced student performance. Prior
knowledge correlates with reading comprehension, speed and accuracy
of study behavior, and student interest in the topic (Strangman et al.,
2004). Strangman et al. reviewed few strategies for activating prior
knowledge that success in improving student performance. In this paper,
the strategies known as "reflection and recording" and "interactive
discussion" will be discussed.
Reflection and recording strategy prompt students to bring to mind,
state, write down or record what they know about the topic. The study
shows that activating relevant prior knowledge about the topic is more
effective in improving text recall and comprehension than activating
irrelevant prior knowledge or not activating at all. Another study shows
that oral elaboration and reflection during text reading are more effective
than taking notes.
Brainstorming approach in prior knowledge activation by helping
students make a semantic map also effectively improves students'
ability to recall text (Strangman et al., 2004). All these studies show that
reflection and recording can improve student performance by activating
the prior knowledge approach.
The reflection and recording to activate prior knowledge can be
practiced in class. The first practice is to start the class by asking
students to state things relevant to the topic. For example, when the
topic is about acids & bases, teachers can open the lesson by asking
students if they have heard about acids & bases before. It can be
continued by asking where and when they heard it, what it informs them,
Unit 7: Instructional Approaches for Activating
Prior Knowledge
Course: EDUC 5210 Learning Theory and
Implications for Instruction
Instructor: Dr. Greg Denlea University of The
People
, 2
Instructional Approaches for Activating Prior Knowledge
Prior knowledge largely influenced student performance. Prior
knowledge correlates with reading comprehension, speed and accuracy
of study behavior, and student interest in the topic (Strangman et al.,
2004). Strangman et al. reviewed few strategies for activating prior
knowledge that success in improving student performance. In this paper,
the strategies known as "reflection and recording" and "interactive
discussion" will be discussed.
Reflection and recording strategy prompt students to bring to mind,
state, write down or record what they know about the topic. The study
shows that activating relevant prior knowledge about the topic is more
effective in improving text recall and comprehension than activating
irrelevant prior knowledge or not activating at all. Another study shows
that oral elaboration and reflection during text reading are more effective
than taking notes.
Brainstorming approach in prior knowledge activation by helping
students make a semantic map also effectively improves students'
ability to recall text (Strangman et al., 2004). All these studies show that
reflection and recording can improve student performance by activating
the prior knowledge approach.
The reflection and recording to activate prior knowledge can be
practiced in class. The first practice is to start the class by asking
students to state things relevant to the topic. For example, when the
topic is about acids & bases, teachers can open the lesson by asking
students if they have heard about acids & bases before. It can be
continued by asking where and when they heard it, what it informs them,
