PRIOR KNOWLEDGE = LEARNER’S PRE-

EXISTING ATTITUDES + EXPERIENCES +

KNOWLEDGE.

obeliefs about ourselves as learners/readers

o awareness of our individual interests and strengths

oMotivation and our desire to read

ATTITUDES

o everyday activities that relate to reading

o events in our lives that provide background understanding

o family and community experiences that we bring to school with us

EXPERIENCES

o of reading process itself

o of content (Literature, Science, and Mathematics)

o of topics (fables, photosynthesis, fractions)

o of concepts ( main idea, theory, numeration)

o of different of style and form (fiction and non-fiction)

o of the academic and personal goals.

KNOWLEDGE

1. Prior knowledge affects how the learner perceives new information.

2.Prior knowledge affects how a student organizes new information.

3. Prior knowledge affects how easily students can make connections for new information.

THE ROLE OF PRIOR KNOWLEDGE IN CURRENT LEARNING

1. Know what prior knowledge students bring to the learning setting.

2. Use prior knowledge deliberately in the presentation of new information.

3. Get the students to monitor their own prior experiences and consciously use them in learning information.

4. Check for faulty prior knowledge regularly so that it is not allowed to continue to detract from learning.

HOW TO USE PRIOR KNOWLEDGE IN INSTRUCTION

- is a basic human reasoning process used in science, art, education and politics.

ANALOGY

Transfer is defined as the extent to which learning in one situation influences learning or performance in another.

TRANSFER OF LEARNING

Negative Transfer occurs when previous learning interferes with learning something new such as the inability to work other word

problems outside of the exercises given in class.

Positive Transfer previous learning is likely to facilitate and enhance following learning.

1. Theory of Mental Discipline2. Theory of Identical Elements3. Theory of Generalization4. Theory of Configuration

THEORIES OF TRANSFER OF LEARNING

• Task similarity exercises a strong influences on transfer.

• The degree of original learning is an important element in transfer.

• Personal variables such as intelligence, motivation and past experiences, are important but difficult to control, influence transfer.

SEVERAL CONDITIONS WHAT AND HOW MUCH LEARNING CAN BE TRANSFERRED(ELLIOT AT EL) :

Cognitive Strategies can be applied in learning problems, such as paraphrasing,

re-reading, estimating, outlining, or guessing from context.

Metacognitive Learning Strategies include recognizing when strategy is

needed, selecting strategies, memorizing strategy or rehearsing strategies, and

assessing the helpfulness of the strategies.

LEARNING STRATEGIES AND METACOGNITIVE PROCESSES

1. Pretest

2. Describe

3. Model

4. Verbal Practice

5. Controlled Practice

6. Grade-appropriate Practice

7. Posttest

8. Generalization

INSTRUCTIONAL SEQUENCE OF STEPS FOR TEACHERS TO USE

(SCHUMAKER AND DESLER, 1992)

Key #1. Set Learning EnvironmentKey #2. Activate Prior KnowledgeKey #3. Use Variety of ApproachesKey #4. Engage Learner in a DialogueKey #5. Reinforce the Learning

FIVE KEY TO FACILITATING LEARNING

Prepared by: Angielica Bandillo

http://analogyofteachinglevine.weebly.com/chapter-1.html

http://www.teacherspayteachers.com/Product/Reading-Response-Strategy-Activating-Prior-Knowledge-Literacy-Center-457904

Facilitating Learning- Vega

REFERRENCES