Activating and connecting to relevant prior knowledge

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Unformatted text preview: truction encourages learners to coordinate their various basic mental processes. • Principle 3.3: The limitations of students’ working memory need to be accounted for in instruction. Activating and Connecting to Relevant Prior Knowledge You may remember from our discussion of the information-processing model in Chapter 3 that students’ existing knowledge is stored in an organized format in long-term memory. To make use of their existing knowledge, students need to retrieve that knowledge into working memory, but they often need help with this process. They may not realize that they have relevant existing knowledge, or they may not select the most useful existing knowledge to activate, or the necessary existing knowledge may be missing, incomplete, or flawed. Consequently, you will need teaching techniques to address these different issues. Review One way to activate relevant prior knowledge is to review that knowledge at the beginning of a lesson. Consider the following examples. • Sarah Johnson begins a lesson with a summary of the key points from relevant previous lessons. “It h...
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