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Designing meaningful learning<br /><ul><li>Using real-world contexts
Tapping students’ prior knowledge
Learning-by-doing</li></li></ul><li>Why is prior knowledge important?<br />Prior knowledge and ability to comprehend are h...
Why engage priorknowledge in learning?<br />Prior knowledge<br />makes learning personal or relatable for the student<br /...
Strategies<br />Through answering questions: <br />Research by Rowe & Rayford (1987) suggests that teachers can facilitate...
Strategies<br />Through individual reflection and recording:<br />One method to help students activate background knowledg...
Strategies<br />Through discussion: <br />Interactive approach, where student reflection on prior knowledge is supplemente...
Strategies<br />Through interpretation of topic-related pictures/videos/simulations:<br />E.g., Croll, Idol-Maestas, Heal ...
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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 of "Session02c ICT for Meaningful Learning (Prior Knowledge)"

    1. 1. Designing meaningful learning<br /><ul><li>Using real-world contexts
    2. 2. Tapping students’ prior knowledge
    3. 3. Learning-by-doing</li></li></ul><li>Why is prior knowledge important?<br />Prior knowledge and ability to comprehend are highly correlated<br />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<br />Prior knowledge<br />Ability to comprehend<br />
    4. 4. Why engage priorknowledge in learning?<br />Prior knowledge<br />makes learning personal or relatable for the student<br />helps knowledge retention as it builds on existing schema (understanding)<br />serves as a foundation on which to incorporate new information in order to create new schema<br />http://www.flickr.com/photos/apol-photography/3421536870/#/ used under CC licence<br />
    5. 5. Strategies<br />Through answering questions: <br />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<br />Possible role of technology: Use of discussion boards, instant messaging or chat rooms<br />http://www.flickr.com/photos/netphotography/3635288782/ used under CC licence<br />
    6. 6. Strategies<br />Through individual reflection and recording:<br />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<br />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)<br />Possible role of technology: Make use of graphic organizers such as concept maps or blogs <br />http://www.flickr.com/photos/kpwerker/2657743770/ used under CC licence<br />
    7. 7. Strategies<br />Through discussion: <br />Interactive approach, where student reflection on prior knowledge is supplemented with discussion. <br />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<br />Possible role of technology: Students can also make use of concept maps, blogs, and discussion forums<br />http://www.flickr.com/photos/jsclark/4065715652/ used under CC licence<br />
    8. 8. Strategies<br />Through interpretation of topic-related pictures/videos/simulations:<br />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<br />Possible role of technology: Students can make use of YouTube videos, Animoto animations, Flickr photos<br />http://www.flickr.com/photos/thms/411770953/ used under CC licence<br />
    9. 9. Activity<br />In pairs, discuss how you might use learners’ prior knowledge in art, music or home economics<br />Share with the class using LinoIt<br />Art: Green notes<br />Home economics: Blue notes<br />Music: Pink notes<br />8<br />

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