Activating Prior Knowledge Lecture Preparation

How did you prepare for the lecture? Select one: A. I didn’t bother - it takes too long B. I tried to read the text from start to finish C. I just sort of skimmed the text or syllabus to get the gist of it D. I read the text and tried to learn as much as I could before the lecture E. None of the above

Activation of Prior Knowledge Demonstration of how the failure to activate prior knowledge interferes with understanding, recall, and problem solving

Activation of Prior Knowledge Demonstration of how the failure to activate prior knowledge interferes with understanding, recall, and problem solving

Benefits of Preparation Improves understanding activates (initiates) prior knowledge sets up expectations - focus - needs Increases interest - keeps you awake Note-taking is better and easier you know what’s in your resources Makes learning faster and easier Reduces post-lecture learning time

The procedure itself is actually simple. You sort into different groups. Sorting is not necessary is the quantity is minimal. If facilities or your location are not adequate, you have no choice but to go elsewhere, despite the inconvenience and time cost. It is important not to over do things. In the short run, this may not seem important but complications can easily arise. A mistake in sorting or quantity can be irreversible. The first time you do it, the whole procedure will seem complicated and tedious. Soon, however, it will become routine and more efficiently done. It is difficult to foresee any end to the necessity for this task in the immediate future. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated, probably throughout life.

Preparing for Lectures Activation of prior knowledge – accelerates understanding and improves recall Well-organized knowledge is retained better and supports problem solving

Preparation Analogies Opera – read the synopsis Sports – the rules of the game Mystery Novel – read preview

Lecture Preparation Goals Activate prior knowledge Engage interest Provide a focus for attention and listening Limit and focus note taking

Lecture Preparation: How to? Look/skim for: overview organization relationship to other lectures and topics

Lecture Preparation Ask: What’s the “big picture” What’s in my resources? How much text is devoted to each topic? Any good charts, diagrams, pictures? What do I already know about this area? Are there some basic terms and concepts I could learn beforehand?

1. Assess content, topics, organization and distribution Read the introduction or overview then look through the syllabus and/or text. How is the information organized? What are the major sections and subsections of the syllabus or chapter?

1. Assess content, topics, organization and distribution. If you have more than one source, what is the relationship between topics and organization of the two? How much space is devoted to each section? How much text is allocated to each topic?

2. Activate Prior Knowledge Brainstorm and list information that you already know about this topic from previous course work, reading or experiences Answer the following: What topics are likely to take more time to learn than others?

3.Search for visuals to summarize/clarify Peruse the syllabus or text chapter Are there any good summaries, diagrams, charts, or graphs that might be useful? Review the pictures, graphs, diagrams, and captions carefully. Think about why the instructor/author took time to create such a summary or illustration.

4. Develop a focus of attention and interest for the lecture What do you expect to learn in the lectures? Write three questions that you expect will be answered during the classroom sessions. Why might this topic be important or relevant to the practice of medicine?

5. Begin the process of learning the basics List terms or topics that you think it would it be useful to know a bit about before going to the lecture. What terms are you unfamiliar with? What concepts are new to you?

6. Begin to develop a framework for your own summary What types of summaries do you think might be needed for this content?