Written by Professor Alan E. Uher

Defining Background Knowledge
In order for learners to learn, they need to have something—knowledge, experience, or a combination of both—to which they can connect new learning. Researchers refer to this something as background knowledge, pre-existing knowledge, or prior knowledge. Marzano (2004) claimed, “What students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content.” As educators muse over myriad decisions to plan and present meaningful lessons, they must avow to activate student background knowledge to ensure student learning.

A section regarding the development of background appears near the beginning of the lesson plan template. Teachers endeavor to connect new lessons with the previous day’s study. In some cases, however, students do not recall the previous lesson. This is due, in part, to a lack of background knowledge. The well-meaning, expertly planned, concisely delivered lesson will not guarantee student learning or retention if the teacher neglects to activate the prior knowledge of the students. Thus, background knowledge is the “glue that makes learning stick” (Lent, 2012).

Activating Background Knowledge
While background knowledge may be as simple as recalling the components of a fraction, it may also be as complex as understanding the society in which Jesus called believers the “salt of the earth” and warned them against “losing their saltiness” (Matthew 5:13). Teachers will employ various techniques to activate student background knowledge, thus developing their craft. Alber (2011) suggests an array of activities to access prior knowledge. In an image brainstorm, students view a photo, painting, or political cartoon and tell everything they can about the image. The teacher then connects new content or concepts to their comments. Alber advocates picture books, ABC brainstorming, and class brainstorm webs. Students make boxes on paper for each letter of the alphabet and then brainstorm a word or phrase that begins with each letter. In the class version, the teacher presents a term or concept on the white board or chart paper, while students write as many words connected to it as they can generate.

While these activities consume class time, they are invaluable in that they connect old learning to new. They allow teachers to assess the level and dependability of student pre-existing knowledge, and afford opportunities for correction and enhancement. The National Research Council (2000) contended, “All learning involves transfer from previous experiences. Even initial learning involves transfer that is based on previous experiences and prior knowledge.”

Marzano (2004) added that students “acquire background knowledge through the interaction of two factors: [the] ability to process and store information, and the number and frequency of [one’s] academically oriented experiences.” Lent (2012) assesses the quality of her students’ background knowledge with a prediction guide. Such an instrument aids in assessing prior knowledge through a series of statements with which learners must agree or disagree. Consider the following:

Sample Prediction Guide on Probability

Teachers may assess and activate prior knowledge through a carousel walk, in which student groups move around the room while adding to and viewing chart paper on which headings, vocabulary, or phrases from the unit, novel, or concept to be studied are written. Facilitating free discussion will also allow teachers to assess the quality of pre-existing knowledge as they listen to kids talk. Student groups share “what they know (or think they know) while [the teacher] listens carefully” (Lent, 2012).

Managing Background Knowledge
Activities that assess and access background knowledge must lead directly to the learning target for the day; otherwise, valuable learning time diminishes. Students may commandeer a question “meant to build background and turn it into a narrative that is tangential to what [the teacher is] trying to teach” (Lent, 2012). Utilize visuals in textbooks or print resources, and see what students already know about them. Design textbook scavenger hunts for “important ideas, visuals, or new vocabulary before asking students to read the chapter” (Lent, 2012). Facilitate jigsaw activities for individuals or groups to share their thoughts on the value, interest, or difficulty of what they have scavenged. Incorporate available technology to access video clips, newscasts, and primary source documents to enhance student background knowledge. Arrange field trips (authentic or virtual), guest speakers, and read-aloud opportunities to deepen understanding and broaden academic background knowledge.

In a school day replete with lessons to prep, correcting to tackle, emails to read, behaviors to wrangle, and extracurriculars to supervise, building your students’ background knowledge will require time and attention. If you build it, they will learn.

Alan E. Uher (DMLC ’87) is professor of education and supervisor of student teachers at Martin Luther College.

References:
Alber, Rebecca. (2011) Are you tapping into prior knowledge often enough in your classroom? Activating prior knowledge of students is key to learning. Edutopia https://www.edutopia.org/blog/prior-knowledge-tapping-into-often-classroom-rebecca-alber

Lent, ReLeah Cosset. (2012) Overcoming textbook fatigue: 21^st century tools to revitalize teaching and learning. Alexandria VA. ASCD https://www.amazon.com/Overcoming-Textbook-Fatigue-Revitalize-Teaching/dp/1416614729

Marzano, Robert J. (2004) Building background knowledge for academic achievement: Research on what works in schools. Alexandria VA. ASCD http://www.ascd.org/publications/books/104017.aspx

National Research Council. (2000) How people learn: Brain, mind, experience, school: Expanded edition. Washington, DC. The National Academies Press https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition