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Why new learning should be built on students' existing learning?

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Why new learning should be built on students' existing learning?

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Gaining understanding of a new concept without past knowledge is quite challenging in ICT. In order for students to actively process, think, understand, alter, organize, and apply their knowledge, new learning needs to be connected to prior knowledge. In ICT, Prior knowledge helps pupils create concepts more broadly and develop their own effectiveness to succeed. Students become more engaged in learning and actively participate in class discussions when they are knowledgeable about the ICT subject.  The success of the lesson depends on how many pupils are engaged in the html & css coding process. I publish pre-learning tasks in my class along with my own video about past paper solution. The following day, I hold a 2-minute discussion on the ICT subject before dividing the assignment into multiple groups. Students do better when they go through pre-learning task & video.

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To fulfil the purpose of the lesson, the lesson plan must have clear aims and objective. Burkill and Eaton (2011) stated that teachers should consider themselves  as a planner of their teaching session, which must have clear aims and objectives. Coherent design should be there too, with a clear beginning, Middle Section and conclusion. By learning aims we can get idea what the teacher is going to teach and students are going to learn from the lesson.  At the beginning of the lesson I shared the learning objective with my learner group which helped them to think what are they going to learn. My topic was to design a form in MS Access database. A planned warmup session was designed earlier where students were asked the keywords of the lesson, where random students were chosen to answer.  Before start the middle section I showed them by google image search with the help of  projector, how the forms is look like, where are they watching this type of form in their daily life. Students could relate it that this type of form they have seen in the most of the super shops. Since my plan was to teach them how to make a form, First I showed them how the form look like. Then  moved to my middle section, demonstrate them how many ways are there to create a form by using MS Access database window.Then moved to demonstrate how we can make form by using design wizard. Students were attentively observing the class. Then I separated them as a pair and gave a work to complete designing a form within the time limit. I informed students they can think first how their form will look like. For what organization they are going to make form. I gave them full freedom to think about the design. There were 30 students in my class, so I made 15 pairs. Pairs I selected earlier following combination of strong-weak students. Where strong students could be the navigator and weak students played pilot role. Then after over the time-period for the pair work, I asked one pair to present in front of whole class, so that other students can recall the procedure. Then I took class reflection by using traffic light methodology to check how many students need further help. And at last I chose a student to recap the class and being a teacher I reinforced them the main important point to bear in mind. Then before ending the class, informed what are they going to learn in the next class.  Butt (2008) stated that a lesson plan must have a coherent structure, a clear start, middle and end. So I tried to include all the phases in my lesson plan.----Niger Sultana(CS)

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To fulfil the purpose of the lesson, the lesson plan must have clear aims and objective. Burkill and Eaton (2011) stated that teachers should consider themselves  as a planner of their teaching session, which must have clear aims and objectives. Coherent design should be there too, with a clear beginning, Middle Section and conclusion. By learning aims we can get idea what the teacher is going to teach and students are going to learn from the lesson.  At the beginning of the lesson I shared the learning objective with my learner group which helped them to think what are they going to learn. My topic was to design a form in MS Access database. A planned warmup session was designed earlier where students were asked the keywords of the lesson, where random students were chosen to answer.  Before start the middle section I showed them by google image search with the help of  projector, how the forms is look like, where are they watching this type of form in their daily life. Students could relate it that this type of form they have seen in the most of the super shops. Since my plan was to teach them how to make a form, First I showed them how the form look like. Then  moved to my middle section, demonstrate them how many ways are there to create a form by using MS Access database window.Then moved to demonstrate how we can make form by using design wizard. Students were attentively observing the class. Then I separated them as a pair and gave a work to complete designing a form within the time limit. I informed students they can think first how their form will look like. For what organization they are going to make form. I gave them full freedom to think about the design. There were 30 students in my class, so I made 15 pairs. Pairs I selected earlier following combination of strong-weak students. Where strong students could be the navigator and weak students played pilot role. Then after over the time-period for the pair work, I asked one pair to present in front of whole class, so that other students can recall the procedure. Then I took class reflection by using traffic light methodology to check how many students need further help. And at last I chose a student to recap the class and being a teacher I reinforced them the main important point to bear in mind. Then before ending the class, informed what are they going to learn in the next class.  Butt (2008) stated that a lesson plan must have a coherent structure, a clear start, middle and end. So I tried to include all the phases in my lesson plan.----Niger Sultana(CS)

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Why new learning should be built on students' existing learning?

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Why new learning should be built on students' existing learning?

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New learning is constructed on prior knowledge. The more we understand what students already think, and the more we help them engage their prior understandings, the more likely they are to learn well. Since new knowledge and skill are dependent on pre-existing knowledge and skill, knowing what students know and can do when they come into the classroom or before they begin a new topic of study, can help us craft instructional activities that build off of student strengths and address their weaknesses.
However, sharing prior knowledge often help the students to
elicit their ideas on future knowledge. I often share prior learning with my students
and let them work over their existing knowledge to understand their present
topic more profoundly. Thus, Students have a higher scope of constructivism and metacognition as well. Moreover, by sharing prior knowledge students get the idea of having control over the topic and thus the classroom becomes lively and students get encouraged to dive into the existing topics. (165 words)

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Why new learning should be built on students' existing learning?

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Why new learning should be built on students' existing learning?

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As an educator if we do not share prior knowledge with the students it will be very difficult for the students to have grasp on the topic. When we share an article, video link or a handout related to the topic it will give the students a scope to research and understand  about what they will be learning in class.
While we are sharing the prior knowledge then students will have to scope of constructivism and metacognition. These two plays a big role in learning outcome. It will increase students motivation.

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Why new learning should be built on students' existing learning?

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Why new learning should be built on students' existing learning?

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It is quite difficult to grasp a new idea without having prior knowledge. The new learning must have a connection with the existing knowledge so that students can process, think, understand, modify, organize and apply their knowledge actively. Prior knowledge assists students to construct ideas in broader way and build self efficiency to achieve success. If students know about the topic, they become more active in learning and participate in class discussion enthusiastically. The more students are actively participating in learning, the more successful the lesson outcome is. In my class I post pre learning task and assign students to research on a particular topic . The next day I discuss about the topic for 5 minutes and later make several groups to do the task. I divide the rolls of the students in the group so that each student get involved in the group task. Later the group leader presents the group work. I have observed that when students know about a topic beforehand , they can construct ideas through discussion, modify the new ideas and execute the task successfully.

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It is always with the help of existing learning that new learning can be expected to be taking place. Constructivism happens to make learning effective and guiding students to move forward aquiring better knowledge and understanding of the topic. It is proved that no learning takes place without prior knowledge. Thus preparing learners to be self regulated and growing their interest in learning.

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It is always with the help of existing learning that new learning can be expected to be taking place. Constructivism happens to make learning effective and guiding students to move forward aquiring better knowledge and understanding of the topic. It is proved that no learning takes place without prior knowledge. Thus preparing learners to be self regulated and growing their interest in learning.

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The educators is thus being able to prepare the lesson as per the requirement of the learners.

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Why new learning should be built on students' existing learning?

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Why new learning should be built on students' existing learning?

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Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes, which influence how they attend, interpret and organize in-coming information.  How they process and integrate new information will, in turn, affect how they remember, think, apply, and create new knowledge.  Since new knowledge and skill is dependent on pre-existing knowledge and skill, knowing what students know and can do when they come into the classroom or before they begin a new topic of study, can help us craft instructional activities that build off of student strengths and acknowledge and address their weaknesses.

In my English Class, I ask the class to write a two-page essay on a recent class topic.

After receiving the essays, I noticed a distinct disparity in writing competency amongst the class.

Some students’ essays followed the basic rules of essay structure, grammar, and punctuation, while others lacked structure and were full of misspellings and grammatical errors.

After holding a class discussion about the fundamental aspects of good essays, I discovered that some students had little to no exposure to essay-writing prior to beginning the assignment.

Building on students’ prior knowledge is rooted in constructivism which posits that learners have to actively construct their own knowledge rather than passively receive it.

210 words