2. Tapping students’ prior knowledge

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