WHAT THE READER BRINGS TO THE LEARNING CONTEXT PRIOR KNOWLEDGE WHAT THE READER BRINGS TO THE LEARNING CONTEXT R. Grant

Definition Reader’s background knowledge Knowledge the learner brings Background knowledge broadly acquired R. Grant

Considerations How learner may interpret information How information is filtered through race/ethnicity, cultural, language/dialect, social class, gender, power relations R. Grant

Considerations (cont’d) Can cover a wide range of ideas, skills, and attitudes R. Grant

Schema & prior knowledge Schema (plural schemata) Mental representations of knowledge Collection of organized and interrelated ideas or concepts A condition of prior knowledge and experiences Fluid, overlapping, intertwined R. Grant

Schema & prior knowledge Constantly modified to assimilate or accommodate new information Enables people to draw generalizations, form opinions and understand new experiences R. Grant

Language Experience Approach Why is it of value? How do we provide the experience? How can we expand on experiences to develop literacy? R. Grant

Activity #1-LEA -Using restaurant scheme Group #1 Burger King- anywhere Group #2 the Four Seasons- Georgetown Washington, DC -Implement steps in LEA -Debrief -How can we expand literacy? R. Grant EDRD 615

Considerations What can get in the way of schema development? No previous experiences Not enough experience Inability to change erroneous information Three different passages to represent failure to activate prior knowledge, inappropriate prior knowledge, insufficient prior knowledge. R. Grant

Strategies for activating prior knowledge Discussion Brainstorming Quick writing Picture walk/text walk Semantic mapping Pre-questioning and purpose setting R. Grant

Strategies (cont’d) Anticipation guides Structured previews Reading aloud to students Role playing Projects Concrete materials and real experiences R. Grant

Planning interest-generating instruction- (Ruddell, 1996) Learning occurs most rapidly and efficiently when new concepts and information build on what is already known. The easiest way to gain and hold students’ interest and attention is by engaging them in intellectually rich activities that require problem solving, critical thinking, and active participation. R. Grant

Planning interest-generating instruction 3. Personal identification with and investment in an activity increases and sustains a learner’s persistence and productivity. R. Grant

REMEMBER PRIOR KNOWLEDGE IS THE SEED FOR ALL SUBSEQENT LEARNING PRIOR KNOWLEGDE HONORS AND UTILIZES LEARNERS’ HOME AND COMMUNITY EXPERIENCES R. Grant