Article: Science of Learning Part II: Pre-Existing Knowledge

Article 4: What do we know about how kids learn – with or without technology?

National Center for Technology Innovation. (2003, March). Science of Learning Part II: Pre-Existing Knowledge. Retrieved January 21, 2005, from http://www.nationaltechcenter.org/resources/documents/SOLPart2PDF.pdf (Adobe Reader required)

I studied cognition quite a bit in college. We learned a lot about the value of activating prior knowledge when you are learning new concepts. Every prior experience has an impact on how a student is able to learn and remember new knowledge and skills. Finding a way to tap into these past experiences and use them to bring about enhanced learning opportunities is essential for students to have a grasp on brand new concepts. I generally try to do this through discussion and “reflection in writing” techniques in my classroom just before or during a lesson of new material. Kids seem to do well when I am able to make logical connections between past experiences/current interests and the lesson subject matter.

One way that the authors suggest teachers assess prior knowledge is using a method called Curriculum-Based Measurement (CBM). We have been talking about this at length in my “Response to Intervention” PLC. We have been looking at this tool as means to assess student progress as they work through a system of interventions. It is interesting that the authors of this article suggest using it for the purpose of assessing previous learning. As I was reading, I was thinking that it may be useful to use the CBM for all students – not just those in the RTI progress. If CMB became an instructional tool for us, it would be easy to collect data on kids in the RTI process. It also seems like CBM is a quick and easy way to have specific and frequent feedback on all students which can be used to plan more appropriate lessons to meet the needs of learners.