Research from as far back as the 1980s, and maybe earlier, shows that learning is enhanced and extended if students access prior knowledge before they learn something new. This give them a frame of reference, or “hook,” on which to hang their new learning (Harvey F. Silver and Matthew J. Perini) thus making recall and understanding easier.

But how do you know what their prior knowledge is and how can you get them to access it?

THINGS TO THINK ABOUT…

First, it’s important to note that the prior knowledge may NOT have to be in the new knowledge domain. For instance, I may have a breadth of knowledge in various software application but may have no prior knowledge of digital photo editing. However, when learning Photoshop, my prior software understanding will not only speed up my learning of Photoshop, it will help what I do learn stick, because I can relate it back to what I already know.

Second, you may be able to rely on their life skills, upbringing, or culture to frame new topics.

Third, think about asking them to recall declarative (facts/meanings) and procedural (problem solving) knowledge.

Fourth, try to use high-level orienting questions when possible. Osman & Hannafin state,

“Explicit orienting questions focus learner processes on

question-specific information-often to the detriment

of higher level knowledge and skills such as problem

solving (Hannafin & Hughes, 1986).
High-level orienting questions, in contrast, require

that to-be-learned lesson content be integrated rather

than simply filtered. They imply relationships to be established,

dilemmas to be faced, and problems to be

solved rather than isolating explicitly which information

to process. “

HERE ARE SOME IDEAS FOR IMPLEMENTATION


The model of prior knowledge (Copyright 2007. Hailikari, Nevgi & Lindblom-Ylanne)

Quiz/Questionnaire

Create a quiz. Questions should be a combination of declarative and procedural knowledge. You can add a mix of questions encompassing what they should know from previous classes, plus a few questions that they should know at the end of the upcoming module/topic/concept.

This quiz will NOT be graded.
It can give you a sense of what the students know at the outset and what procedures they can apply.
You can use the quiz data to help sculpt your teaching.
Students can recall material they should hopefully know.

Group work

Problem or Case

Ask the students, in a group, to try to solve a problem or case study that you would normally give them AFTER they have learned the material. This will require them to all work together to attempt to formulate a solution. After they read and review the lectures, etc. they can get together in the group to try the same case study or problem again.

Concept Map

Ask the students to brainstorm a concept map with all of the concepts they can think of that relate to the upcoming topic/concept. Not only do they have to try to recall what may work but they also have to think about how these items connect to one another.

Think About When

You can do these queries at the beginning of the semester or right before each new module or concept. It’s up to you to decide what method works best for your material.

TIPS

Explain WHY you are doing this. Tell them the theories of prior knowledge and learning and that this is to help them. This is an important step so don’t skip it.
When possible, allow them to work in groups or pairs.
Focus on allowing them to see their knowledge in terms of the practical world, not just in regurgitating information but using it to solve problems.

RESOURCES:

Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., Norman, M. K., Stephens, C., & Audio, T. (2019). How Learning Works: Seven Research-Based Principles for Smart Teaching. Tantor Audio.

Beier, M. E., & Ackerman, P. L. (2005). Age, Ability, and the Role of Prior Knowledge on the Acquisition of New Domain Knowledge: Promising Results in a Real-World Learning Environment. Psychology and Aging, 20(2), 341–355. https://doi-org.nuncio.cofc.edu/10.1037/0882-7974.20.2.341

Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American journal of pharmaceutical education, 72(5), 113. https://doi.org/10.5688/aj7205113

Osman, M., & Hannafin, M. (1994). Effects of Advance Questioning and Prior Knowledge on Science Learning. The Journal of Educational Research, 88(1), 5-13. Retrieved June 8, 2021, from http://www.jstor.org/stable/27541949

Silver, H. F., & Perini, M. J. (2010). The Interactive Lecture: How to Engage Students, Build Memory, and Deepen Comprehension (A Strategic Teacher PLC Guide) (Strategic Teacher PLC Guides) (Pap/Pstr ed.). ASCD.

Uncategorized

Student Remediation Made Easier with LinkedIn Learning

March 29, 2021January 31, 2023 Mendi Benigni

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I know that, for many of you, certain proficiencies are critical skills for your students. However, I’m almost sure that most of your students don’t even have the basics of the Microsoft Office programs before they come to you. So for example, in a class where you were planning to teach them how to use Excel to accomplish the goals of your class, you are teaching the how to use Excel.

Well I may have a solution for this issue.

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LinkedIn Learning

LinkedIn Learning, owned by LinkedIn and previously known as Lynda.com, is a training portal that contains mostly business related applications and skills.

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Here are just a few samples of videos, classes, and courses available to you and your students in Linked In Learning:

iMovie Essentials (video editing)
Sketchup Essentials (3D building and modeling)
Learning Sketchup Free (3D building and modeling)
K12 Education links
Instructional Design links
Educational Technology links
Training and Education links
Learn Office 365
Excel Essentials
Master Advanced Excel Data & Analytics Skills
Google Drive Essentials

These are just a few of the thousands of videos available and they can be linked easily into OAKS. Check them out for yourself and encourage your students to check them out as well. There are even certifications available!

While these classes, learning paths, and videos are great for you or your students to learn new things or even get certifications, they are perfect for remediation and to allow the students to learn a topic on their own time so you don’t have to teach it.

The best thing is that, not only can you, or any of your students, use this for free, but you can link these courses into your OAKS class for your students to complete!

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Let’s look at the page for Excel.

What you’ll see when searching is that they offer over 12,000 resources. You can narrow your scope by using the filters to the left.

Under Type you have:

Courses – official courses, some with assessments and certificates, that are created by LinkedIn partners and are meant to be viewed in sequence.
Learning Paths – a group of videos and resources that the user goes through in sequence. These can be created by anyone.
Learning Collection – a group of videos and resources that the user goes through in any order. These can be created by anyone.
Videos – single video that can be part of a course, learning path or stand alone.

You can also filter by user level, software, topics and CEUs.

Once you find what you want, click on More then choose Share via link then add to OAKS.

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Unfortunately, the connection with LinkedIn Learning (LIL) and OAKS is not a true integration, therefore LIL cannot inform the instructor when the student has completed a LIL course or learning path.

You can ask the student to take a screenshot of their completion certificate or their learning path showing they have visited the items but, sadly, that is the only option.

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Incorporating frequent quizzing encourages students to practice memory retrieval, which results in deeper, long-term learning.

Assessment, Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #6: The Benefits of Frequent Quizzing

October 18, 2016January 31, 2023 Jessica Smith

In a previous post, I discussed the important role memory retrieval plays in learning. To briefly review: each time we recall a piece of information, we strengthen the neural pathways that move the information from our long-term memories to our working memories. So the more times we retrieve the information, the more deeply we learn it. This is known as the “testing effect.”

There are numerous ways to encourage students to practice memory retrieval, but one of the best strategies is frequent quizzing.

Tips for Frequent Quizzing

While quizzing is an effective method to practice memory retrieval, not all quizzes are created equal. There are a few empirically-tested stipulations that must be considered:

First, make the quizzes count towards the course grade. While we would love our students to complete quizzes simply for the joy of learning, most require extra incentive. That being said, the quizzes should be relatively low-stakes. The purpose of these quizzes is to practice retrieval, not to have an anxiety attack each week.

Second, avoid the pop quiz. Pop quizzes are only effective at intimidating students into coming to class. For most students, they do not encourage actual learning. But quizzes that students know about in advance do. Rest assured, these assessments do not need to be lengthy or require labor-intensive grading (there are countless instructional technologies that can help facilitate this process).

Third, design quizzes to be at least partially cumulative. This requires students to reach back to concepts covered earlier in the term, developing deeper understanding and more complex mental models. Remember: greater retrieval efforts equal greater learning (note the emphasis on the word effort).

Fourth, include question types that will be similar to what students can expect on exams. This allows students to familiarize themselves with those formats so the exam is a test of knowledge instead of exam-taking ability.

Finally, occasionally assign quizzes that students complete before they learn new material. This may seem strange, but a pre-quiz encourages students to consult their previous knowledge to help them grapple with new ideas.

If you don’t have enough class time to devote to frequent quizzes, consider using online quizzes through OAKS. Most textbook publishers provide gigantic test banks that provide more than enough questions to create multiple quizzes throughout the semester. These banks are designed to be quickly imported into OAKS and quizzes can be automatically-graded, making quiz creation and administration simple. But to ensure students are practicing retrieval, restrict the time limit so they don’t have the leeway to look up every answer in their notes or book (20-50 seconds per multiple choice question is advisable).

Providing frequent opportunities for retrieval will not only help your students remember important information, it will also open the door to higher levels of cognition. I’ve shared one simple but powerful way to help your students learn that does not require an overwhelming amount of grading or extra preparation. Want more ideas? Check out the rest of our Small Teaching Tips series!

References

Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.

Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.

Leeming, F. C. (2002). The exam-a-day procedure improves performance in psychology classes. Teaching of Psychology, 29, 210-212.

Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38, 94-97.

Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15, 243-257.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

1-1-1, Assessment, Collaboration, Faculty Technology Institute, Google Apps, Innovative Instruction, Pedagogy, TLT, Video

PollEverywhere and Google Moderator to Increase Student Engagement

March 1, 2014January 31, 2023 Mendi Benigni

This week’s guest blogger is Miriam Klous in Health and Human Performance.

In May 2013 I attended the Faculty Technology Institute (FTI) training. We learned about new technologies that could be useful in a classroom setting, research or service. In my classes, I have been trying to increase the interaction with the students and particularly between students. Through the FTI I learned new iPad applications that could help me increase this interaction. One of the applications that was very helpful is ‘PollEverywhere’ and in another project I have been combining Google Moderator and video creation apps.

Many times in my classes when I ask questions, the same students answer. Of course there are several ways of dealing with this, but I found ’PollEverywhere’ to be an effective tool to influence this. Basically, I create questions online with the app ‘PollEverywhere’ and provide them with multiple answers (true-false and open-ended questions can also be created). The students have to text or email a number representing the answer they pick to a (phone) number. You are able to follow the voting directly on screen, and it can be anonymous. For me it is a great way to see if students have difficulty with a question/content. If everybody answers the question correctly, I know I can move on with other content. If the answer to a question is very diverse, additional explanation of the topic may be necessary. Besides, the student can see that he/she is on the right track or, if not, that he/she is not the only one choosing that answer (while staying anonymous). When discussing the question and the topic after the vote, I perceive more interaction with the students. It seems like students trust asking follow-up questions now that they know they are not the only one that picked a certain answer. The questions can be created very easily and quickly and could be done in class. I prefer to prepare the questions ahead of time and login to ‘PollEverywhere’ to provide them to the students.

In addition to ‘PollEverywhere’, I also wanted to develop a project that makes students work together outside class time. Previously I had students writing research papers/labs together, but I was looking for a project where I could implement sophisticated technology. Therefore, in my EXSC 433 ‘Research Design and Analysis’ course I had students work together on a video project with the topic ‘How are we all consumers (users) of research?’. Students at an undergraduate level seem to have difficulty understanding why learning about research is important/exciting. However, research is all around us, it is a part of our daily life. My goal was to make students more aware of research in our daily life by letting them make a video on this topic. Most students really enjoyed the assignment and I believe they received a better understanding of how research is integrated in society and it will be part of their life even if they don’t have a research job. In the FTI I learned about making videos and editing. This experience in FTI made me comfortable enough to implement this in my class, knowing I could help the students when it was necessary. Students first received feedback on their storyboard before they started creating the video. In this project I also implemented the Google Moderator app. I wanted students to be involved in the development of the rubric. The students could make suggestions on aspects of (creating) the video that they believed were essential for a good video and thereby required for successfully fulfilling the assignment. Therefore, I created a rubric and placed it on Google Moderator. Students could log on to the Google Moderator and vote on the items if they believed were important aspect of (creating) the video. They could also reformulate items or add items and other students could vote again on those items. I assigned class time for students to spend 5-10 to do this, to make sure they knew how to vote or add items/comments. I received great feedback on time restrictions for the video and suggestions to reformulate certain items. Based on the feedback I created the final rubric. This strategy helped to have the students be aware of the aspects they would be assessed on and also to have them agree on the assessment of their assignment.

I see the benefit of the FTI training. The interaction between students in my class and myself definitely improved. Of course there were some issues along the way with students not doing their part, but this would probably also have been the case in more traditional group work. I definitely will keep on using those apps, and hope to implement other applications that I learned during the FTI training.

Tag: learning

Pedagogy Pointer – What DO your students know?

But how do you know what their prior knowledge is and how can you get them to access it?

THINGS TO THINK ABOUT…

HERE ARE SOME IDEAS FOR IMPLEMENTATION

Quiz/Questionnaire