Carlos Hilado Memorial State College

Talisay City, Negros Occidental

Topic: The Role of Prior knowledge in current learning

Subject: EDFLCT
Reporter: Riena Jane R. Adriaga Program: BTLED HE-2A
Instructor: Prof. Aljaven Bruce C. Laganhon Sem and AY: 1st sem. 2021 - 2022

I. Introduction:
Prior knowledge is defined as a multidimensional and hierarchical entity that is dynamic in nature
and consists of different types of knowledge and skills. Prior knowledge has long been considered the
most important factor influencing learning and student achievement.
 The amount and quality of prior knowledge positively influence both knowledge acquisition and the
capacity to apply higher-order cognitive problem-solving skills.
An essential factor in developing an integrated knowledge framework is to create a learning
environment in which learning means actively constructing knowledge and skills on the basis of prior
knowledge.

II. Content:
A. The Role of Prior knowledge in current learning
Current research on learning has offered more and more evidence of the extent to which new learning
is determined by what the learner already knows about the topic or related topics. The effect can be
positive or negative, positive if the pre-existing knowledge is correct and consistent with the new
information or negative if it is full of misconceptions or conflicts with the new information.

B. Prior knowledge affects how the learner perceives new information

This phenomenon is readily demonstrated by a simple experiment. What is the first image that you
associate with the word "cardinal"? Some people think immediately of football, some of baseball,
birds, Roman Catholic priests, or the color red. In the absence of a context, the association you make
will depend on your prior knowledge. Your interpretation of this new information, the word
"cardinal," was dependent on what you brought to the situation.

C. Prior knowledge affects how a student organizes new information

Remember that a goal of learning is to incorporate new information into the existing organization of
memory. A student uses that existing structure to assimilate new information. For example, in the
absence of any strong signals to the contrary, a student in a history class is going to organize new
historical information chronologically because that is the way history had been organized in earlier
classes. History instructors trying to organize around a different conceptual structure must fight
against the students' tendency to see everything as happening in a straight timeline.

D. Prior knowledge affects how easily students make connections for new information
One of the keys to learning and memory is the richness of the connections a bit of information has.
The more connections, the easier it is to remember. When new information gets hooked up with a
particularly rich and well-organized portion of memory, it inherits all the connections that already
exist. This is why it is much easier to learn information that is in one's existing field of expertise than
to learn information from a brand new field. There are many more ways to access the system. When a
student has nothing to hook new information to, he or she is thrown back on the most basic
characteristics of the information such as sound, or form, or straight rote memorization.

B. LEARNING STRATEGIES AND METACOGNITIVE PROCESSES

1. PRETEST

Measure students’ skills prior to training and get their commitment to learning
2. DESCRIBE

Explain the steps of the strategy, where the strategy can be applied, and how the strategy will be
beneficial to students.

3. Model

Demonstrate how to use the strategy by “thinking aloud” while applying the strategy to content
material.

4. Verbal Practice

Students memorize the strategy steps and key usage requirements.

5. Controlled Practice

Ensure student mastery of the strategy in situations similar to those in the student’s general education
classroom.

6. Grade-appropriate Practice

Ensure student mastery of the strategy in the situations similar to those in the student’s general
education classrooms.

7. Posttest

Measure student’s skills following training.

8. Generalization

Help students apply strategies in general education to non-academic settings.

III. Activity:

IV. Evaluation:
Answer the following question in essay form.
1. How does prior knowledge help you when learning something new?
2. How do you develop students prior knowledge?

References:

Developing Metacognition. ERIC Digest. (ericdigests.org)