Building On Prior Knowledge.

 It is well known that students do better when they are able to connect what they already know with what they are currently learning. I've found over the years, that the way to connect previous knowledge with new knowledge may be unusual but if they can "see" things, they are more likely to learn it.

One of the simplest ways to decide what they already know is to ask.  Ask them what they remember about this topic or what do they know about that topic.  It might be something like "What do you remember about combining like terms?" or "What is a like term?"  This questioning should be done before moving onto a new topic.

Another way to access prior knowledge is to assign a warm-up task. In reality, they are asked to finish the task and the task is based on what is being taught that day.  When a student is given a task before the lesson, they have a chance to explore the concept, try out various strategies to solve the task, and it prepares them for the new topic.

Then one could always use Think - Pair - Share where they discuss questions in small groups.  This discussion takes place before the whole group lesson.  This particular activity allows students to process the information, look at prompts designed to activate prior knowledge, while helping to check for understanding.

For any of these activities, teachers can set a time limit, ask students to write down their thoughts on white boards, or even model think a louds so students have an opportunity to observe what they should be doing. 

Other activities that might help activate prior knowledge include having regular or advanced graphic organizers because organizers help students understanding of the information.  In addition, these organizers provide a structure for the topic or lesson. Another possibility is to use an anticipatory guide.  An anticipatory guide if filled with statements that students agree or disagree with.  These guides are designed to have students think about what they already know, think about what they don't know, and possible see what has changed after receiving instruction.

One can also provide problems that are just a bit above what the student can already do.  Then have students discuss parts of the problem they recognize and are similar to other problems or concepts. The problem needs to be based upon what they know, and what they need to know to answer the problem.

Start class with a question students look at for up to three minutes.  The opening question can be a problem, a concept question, or even an opinion question.  The idea is the question will help students access prior knowledge so they are ready for the new material.  

These are just a few suggestions to integrate into the classroom to help students access prior knowledge.  This way, they are ready for the new material and have the best chance of learning it. Let me know what you think, I'd love to hear.  Have a great weekend.