1. WHAT THE READER BRINGS TO THE LEARNING CONTEXT
PRIOR KNOWLEDGE
WHAT THE READER BRINGS TO THE LEARNING CONTEXT
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2. Definition Reader’s background knowledge Knowledge the learner brings
Background knowledge broadly acquired
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3. Considerations How learner may interpret information
How information is filtered through
race/ethnicity, cultural, language/dialect, social class, gender, power relations
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4. Considerations (cont’d)
Can cover a wide range of ideas, skills, and attitudes
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5. 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
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6. Schema & prior knowledge
Constantly modified to assimilate or accommodate new information
Enables people to draw generalizations, form opinions and understand new experiences
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7. Language Experience Approach
Why is it of value?
How do we provide the experience?
How can we expand on experiences to develop literacy?
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8. 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?
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9. 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.
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10. Strategies for activating prior knowledge
Discussion
Brainstorming
Quick writing
Picture walk/text walk
Semantic mapping
Pre-questioning and purpose setting
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11. Strategies (cont’d) Anticipation guides Structured previews
Reading aloud to students
Role playing
Projects
Concrete materials and real experiences
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12. 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.
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13. Planning interest-generating instruction
3. Personal identification with and investment in an activity increases and sustains a learner’s persistence and productivity.
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14. REMEMBER PRIOR KNOWLEDGE IS THE SEED FOR ALL SUBSEQENT LEARNING
PRIOR KNOWLEGDE HONORS AND UTILIZES LEARNERS’ HOME AND COMMUNITY EXPERIENCES
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