ABSTRACT
Prior knowledge is a vital factor in determining the success of new learning. The problem is that pupils can easily develop a haphazard patchwork of prior knowledge, even when they are taught well. The chapter begins by emphasising the significance of prior knowledge and highlights that pupils are instinctively driven to be ‘cognitive misers’ and to avoid deep thinking. This evolutionary urge can lead to significant learning gaps and ultimately, failures in learning. It is argued that pupils may not organise their prior knowledge successfully, so teachers need to address this head-on in their teaching.
The second part of the chapter offers practical strategies to keep patchy and problematic prior knowledge from occurring. A consistent and effective approach to support academic reading is presented as a key method for enhancing knowledge. Alongside reading and curriculum coherence, strategies are shared to ensure that pupils activate the correct prior knowledge when they need it. Teaching strategies such as ‘anticipation guides’ and ‘contrasting cases’ offer practical approaches to ensure that pupils think critically and better organise their knowledge, which leads to more successful learning experiences.
