Your SlideShare is downloading. ×
Session02c ICT for Meaningful Learning (Prior Knowledge)
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Session02c ICT for Meaningful Learning (Prior Knowledge)


Published on

Published in: Education

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • Transcript

    • 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