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Session02c ICT for Meaningful Learning (Prior Knowledge)
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Session02c ICT for Meaningful Learning (Prior Knowledge)

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  • http://www.cast.org/publications/ncac/ncac_backknowledge.html
  • http://www.cast.org/publications/ncac/ncac_backknowledge.html
  • 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
      http://www.flickr.com/photos/apol-photography/3421536870/#/ 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
      http://www.flickr.com/photos/netphotography/3635288782/ 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
      http://www.flickr.com/photos/kpwerker/2657743770/ 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
      http://www.flickr.com/photos/jsclark/4065715652/ 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
      http://www.flickr.com/photos/thms/411770953/ 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
      8