Learning How The Previous Experiences, Interests And Essay

¶ … Learning How the Previous Experiences, Interests and Thought Processes of Students Influence the Learning of Current Content Area Concepts

The objective of this study is to examine how the previous experiences, interests, and thought processes of students can influence the learning of current content area concepts. This work will examine the link between past experiences of students, student interests and present learning and address key principles of brain-based learning including the importance of meaningful learning, knowledge background. This work will examine how consideration of past experiences, learning and student interest should be an important part of lesson planning for the teacher. Specific examples will be included.

Prior knowledge includes the learner's attitudes and experiences. Attitudes include the learner's beliefs about themselves as learners and the learners' awareness of their own individual strengths and interests. Experiences include normal activities that are relative to learning and the events in the lives of learners that result in background understanding as well as the leaner's family and community experiences that the learner brings to the classroom. Prior knowledge involves possession of information about the material being learned in terms of content, topics, and concepts. (Kujawa & Huske,...

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Prior knowledge determines what we learn from experience." (p.1) Prior knowledge is reported to force "a theoretical shift to viewing learning as 'conceptual change'. (Roschelle, 2013, p.1) The work of Willis (2011) states that application of knowledge is needed for learners to retain that knowledge. Applied learning activities resulted in the activation of the "isolated small neural networks, facts, or procedures, which then undergo the cellular changes of neuroplasticity that link them into larger neural circuits of related information. These extensive neural circuits integrate new information when they are a) simultaneously activated and b) when they recognize patterns in common." (Willis, 2011, p.1) The related categories of information are expanded (as in Piaget's schema) through "executive function activities" resulted in the…

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References

Critical Issue: Building on Prior Knowledge and Meaningful Student Contexts/Cultures (nd) NCREL. Retrieved from: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm

Haverila, M. (nd) The Influence of Experience, Ability and Interest on e-Learning Effectiveness. EURODL. Retrieved from: http://www.eurodl.org/?article=359

Learning Reconsidered: A Campus-Wide Focus on the Student Experience. (2004) The National Association of Student Personnel Administrators, The American College Personnel Association. Jan 2004. Retrieved from: http://www.myacpa.org/pub/documents/learningreconsidered.pdf

Prior Knowledge (nd) The Strategic Teaching and Reading Project Guidebook (Kujawa & Huske, 1995). Cited in: North Central Regional Educational Laboratory. Retrieved from: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1pk.htm
Roschelle, J. (2013) Learning in Interactive Environments: Prior Knowledge and New Experience. Institute for Inquiry. Public Institutions for Personal Learning: Establishing a Research Agenda. © 1995, the American Association of Museums. Retrieved from: http://www.exploratorium.edu/ifi/resources/museumeducation/priorknowledge.html
Willis, J. (2011) Three Brain-Based Teaching Strategies to Build Executive Function in Students (Part 4 of 7) Edutopia. 5 Oct 2011. Retrieved from: http://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis


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