↓ How can we improve the retrieval of prior knowledge? ↓
Reading time = 1.5 mins
When we are introducing new knowledge to pupils, building on prior knowledge is key. It helps us to avoid overload of working memory (Willingham, 2009).
However, simply accessing prior knowledge is not enough – the learner may not make the necessary links between what they already know and what they are being taught now.
This shows us why it is important to begin a lesson by accessing prior knowledge, before we teach anything new. PKC has been carefully sequenced so that foundational knowledge is taught before pupils move on to more complex knowledge.
There are two important points to consider at the prior learning stage of a lesson:
1. We want to recall prior knowledge, but pupils may have a lack (or varying levels) of knowledge
2. We want to check for understanding of prior knowledge as pupils may have misconceptions
We must think carefully about the questions we ask pupils.
If we ask, ‘what do you know about WWII?’ – the question is too broad, and we won’t get pupils recalling the knowledge well.
Instead, we should be more specific - ‘what role did Bletchley Park play in WWII?’
This provides a retrieval cue that allows pupils to recall what they know and tell the teacher. The teacher then assesses this against what pupils need to know for the lesson. If knowledge is not secure, the teacher will spend some time re-teaching it.
It is important to check for the understanding of all pupils at this stage, so that misconceptions or misunderstandings are addressed.
We must not fall into the trap of trying to start from where we expect pupils to be, and instead start from where they are currently at.
To check the understanding of all, we can use checks that enable all to participate:
• Talk partners
• Mini whiteboards
• Multiple choice quizzes
How do expert teachers approach prior learning?
Expert teachers take the entire PKC journey into account. When teaching a unit, they look at the curriculum map, subject rationale, unit rationale and the prior learning part of a lesson plan.
They will reflect on these two questions:
• What knowledge have pupils already learnt that can help them to understand the new knowledge?
• How can I link the new knowledge to their prior knowledge?
Mini task – think about a unit you will teach soon. Write down the prior knowledge pupils need to have to learn the new knowledge within the unit.
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