PRIOR KNOWLEDGE

PRIOR KNOWLEDGE DEFINED

Prior knowledge is a
mental structure that
describes our
knowledge and
experiences gained
during the course of
our life and how old
experiences are used
to understand new
ones.
SCHEMATA DEFINED
Schemata are cognitive
structures that help us
make sense of the world
around us.
These are discrete
abstract structures with
respect to previous
actions or experiences.
They are discrete because
they are independent of
one another.
 SCHEMATA AS MENTAL
ORGANIZERS
They enable us to interpret details of abstract
information
They are not abstract rules, but derived from
repeated experiences brought about by our
actions and decisions
 SCHEMATA AS MENTAL
ORGANIZERS
They can represent
knowledge of all sorts
from procedural
knowledge to
understanding of what
to expect during the
teacher’s lectures to
the knowledge of
activating our prior
knowledge
SCHEMATA AS MENTAL
ORGANIZERS
They represent the
elements of our
experiences. Such
elements are abstracted
from events or
experiences that
happened to us.
Schemata provide the
needed information in
learning a new lesson.
 SCHEMA THEORIES
Schema theories support the idea that new information
currently existing in the mind.
Schema theory maintains the idea that knowledge is a
set of associated concepts.
As organized patterns are established, schemas provide
certain kind of script that contains information about
how to act and think in a specified context.
Schema theory supports the notion that the more
sophisticated the schemas we have developed, the
greater our capacity for understanding what we have
learned.
ACTIVATING PRIOR KNOWLEDGE

1. In learning a new
material, we should
provide a learning
environment that is
supportive and conducive.
2. Positive learning
outcomes occur if the
student’s knowledge and
interests match the
nature of the learning
tasks
ACTIVATING PRIOR KNOWLEDGE
3. Succinctly, the
activation of prior
knowledge is important
before students learn a
new material. On the
contrary, if students are
required to participate in
the tasks in which they
have no knowledge or
interest at all, then they
may never find meaning in
certain material.
 ACTIVATING PRIOR KNOWLEDGE

4. Use advance organizers.

5. Use conceptual and pedagogical models.
a. OVAR Strategy
b. OEPT Strategy
6. Chunking
ACTIVATING PRIOR KNOWLEDGE

7. Outlining
8. Highlighting
9. Questioning
a. Describe
b. Specify time element
c. Emphasize causal
relationship
d. Generalize
e. Emphasize a concept