"What students already know about content is one of the strongest indicators of how well they will learn new information relative to content." Robert Marzano
Spring break has come and gone and Hannah with it. She was home for a few days coming in like a ray of sunshine, home for a few days, and then back to A&M leaving my day a very cloudy one. While she was home she announced that she wanted to study abroad this summer. Being the "cool" parents we told her she could if she could raise the money. The plan was that she probably wouldn't raise the money and we wouldn't have to worry about her going to Tanzania! Well, I should have known better with such a goal oriented and determined daughter. It seems she has set up a gofundme account and has a plan to work next semester to pay for the trip. I have resigned myself to the fact that I will be receiving postcards from Mt. Kilimanjaro and pictures of giraffes on the plains. It is an opportunity of a lifetime and an experience she will never forget.
I have to confess my ignorance and lack of background knowledge about Tanzania or her trip. Ebola?, grass huts?, warlords kidnapping young girls? All these things were running through my mind. I had no comprehension of what Tanzania was like. So, I needed to gain some information and increase my background knowledge. After some research, I learned what a beautiful country Tanzania is. I found out more about the trip itinerary and the places Hannah will visit. I was ready to go myself! This started me thinking how important background, or prior knowledge, is to our students. It helps them to comprehend the story or information better. When I go into classrooms, I notice that building prior knowledge is often overlooked. Often, the activities to do this are simple ones and can make all the difference with learning and comprehending new information. I've suggested several things a teacher an do to build prior or background knowledge below.
I have a friend who was embarking on a unit about Africa. In order to build background knowledge she found pictures and artifacts about Africa. She placed them around the room and had the students travel from one spot to another examining the artifacts. They were to record what they learned about Africa on their paper and then be prepared to discuss it with the class. During the discussion their findings were recorded on an anchor chart. As the unit progressed, the students could add to the chart and also verify their original finding. This activity could be adapted for any story or subject.
Another activity to build background knowledge is an anticipation guide. Students are given T/F or Y/N questions to answer prior to reading the story. After reading the story, the students verify and prove their answers. They may also adjust their answers.
Sometimes just showing a simple YouTube video can build background knowledge and help students to comprehend the story better. For example, if you were going to read Strega Nona you may want to show a short video on pasta.
Even reading a short picture book will supply background knowledge for a story and enhance their comprehension.
I'm sure you have more background knowledge activities and ideas. Be sure to comment, so others can use them.
Until next time, I'll be preparing for Tanzania by learning even more!
