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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.
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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- Spring '08