Session02c ICT for Meaningful Learning (Prior Knowledge)

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  • 1. Designing meaningful learning
    • Using real-world contexts
    • 2. Tapping students’ prior knowledge
    • 3. Learning-by-doing
  • Why is prior knowledge important?
    Prior knowledge and ability to comprehend are highly correlated
    The more prior knowledge the student has on one topic, the easier it is for the student to relate the new knowledge to their own experiences and learn better
    Prior knowledge
    Ability to comprehend
  • 4. Why engage priorknowledge in learning?
    Prior knowledge
    makes learning personal or relatable for the student
    helps knowledge retention as it builds on existing schema (understanding)
    serves as a foundation on which to incorporate new information in order to create new schema used under CC licence
  • 5. Strategies
    Through answering questions:
    Research by Rowe & Rayford (1987) suggests that teachers can facilitate student activation of background knowledge by having them answer questions before and/or while they read new material
    Possible role of technology: Use of discussion boards, instant messaging or chat rooms used under CC licence
  • 6. Strategies
    Through individual reflection and recording:
    One method to help students activate background knowledge is to prompt them to bring to mind and state, write down, or otherwise record what they know
    Asking students to answer a simple question such as “What do I already know about this topic?” is one way to do this (use of KWLQ)
    Possible role of technology: Make use of graphic organizers such as concept maps or blogs used under CC licence
  • 7. Strategies
    Through discussion:
    Interactive approach, where student reflection on prior knowledge is supplemented with discussion.
    E.g., Dole et al., (1991) designed an intervention where students reflected on and recorded their prior knowledge on a topic and then engaged in a group discussion of the topic, during which the teacher encouraged them to contribute knowledge to complete a semantic map
    Possible role of technology: Students can also make use of concept maps, blogs, and discussion forums used under CC licence
  • 8. Strategies
    Through interpretation of topic-related pictures/videos/simulations:
    E.g., Croll, Idol-Maestas, Heal & Pearson (1986) describe an approach that combines building and activating prior knowledge by training students to interpret topic-related pictures
    Possible role of technology: Students can make use of YouTube videos, Animoto animations, Flickr photos used under CC licence
  • 9. Activity
    In pairs, discuss how you might use learners’ prior knowledge in art, music or home economics
    Share with the class using LinoIt
    Art: Green notes
    Home economics: Blue notes
    Music: Pink notes