By Dr. Grant - GMU

1. R. Grant
PRIOR KNOWLEDGE
WHAT THE READER BRINGS
TO THE LEARNING CONTEXT

2. R. Grant
Definition
 Reader’s background knowledge
 Knowledge the learner brings
 Background knowledge broadly
acquired

3. R. Grant
Considerations
 How learner may interpret information
 How information is filtered through
race/ethnicity, cultural,
language/dialect, social class, gender,
power relations

4. R. Grant
Considerations (cont’d)
 Can cover a wide range of ideas, skills,
and attitudes

5. R. Grant
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

6. R. Grant
Schema & prior knowledge
 Constantly modified to assimilate or
accommodate new information
 Enables people to draw generalizations,
form opinions and understand new
experiences

7. R. Grant
Language Experience Approach
 Why is it of value?
 How do we provide the experience?
 How can we expand on experiences to
develop literacy?

8. R. Grant EDRD 615
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?

9. R. Grant
Considerations
What can get in the way of schema
development?
 No previous experiences
 Not enough experience
 Inability to change erroneous
information

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Strategies for activating prior
knowledge
 Discussion
 Brainstorming
 Quick writing
 Picture walk/text walk
 Semantic mapping
 Pre-questioning and purpose setting

11. R. Grant
Strategies (cont’d)
 Anticipation guides
 Structured previews
 Reading aloud to students
 Role playing
 Projects
 Concrete materials and real
experiences

12. R. Grant
Planning interest-generating
instruction- (Ruddell, 1996)
1. Learning occurs most rapidly and efficiently
when new concepts and information build
on what is already known.
2. 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.

13. R. Grant
Planning interest-generating
instruction
3. Personal identification with and
investment in an activity increases and
sustains a learner’s persistence and
productivity.

14. R. Grant
REMEMBER
 PRIOR KNOWLEDGE IS THE SEED FOR
ALL SUBSEQENT LEARNING
 PRIOR KNOWLEGDE HONORS AND
UTILIZES LEARNERS’ HOME AND
COMMUNITY EXPERIENCES