Prior knowledge has a large influence on student performance, explaining up to 81 percent of the variance in post-test scores.
—DOCHY, SEGERS, AND BUEHL, 1999
IN THIS CHAPTER,
I describe the role of prior knowledge in learning and summarize some instructional methods proven to make the most of learner prior knowledge. I recommend the following three approaches to be applied prior to presenting the main lesson content:
For learners likely to have prior knowledge related to your lesson content, use methods to activate it.
For learners unlikely to have relevant prior knowledge related to your lesson content, use methods that will supplement prior knowledge.
For all learners, minimize the disruptive effects of activating ...
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