Connecting prior learning to new learning

When students come into a classroom, they enter with a wide range of experiences, ideas, knowledge and concepts that are already formed. The prior knowledge that students bring into classroom is one of the major factors influencing teaching and learning. It is therefore important that teachers are able to ascertain the level of prior knowledge and adjust their teaching accordingly.

When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose. Teachers who link classroom activities and instruction to prior knowledge build on their students' familiarity with a topic and enable them to connect the curriculum content to their own culture and experience.

According to cognitive learning theory, learning involves a change in one’s cognitive structure. This change occurs when new information or experiences are combined with existing knowledge stored in long term memory (LTM). In this sense, new knowledge is constructed by learners. Learning becomes meaningful when it is connected to what you already know. That is, when new information is connected to old knowledge. This is called meaningful learning. Knowledge without meaning is merely information. Effective teachers try to create learning experiences that result in this kind of learning. This is when information is presented out of any knowledge context or when it is not connect with anything already known. For example, if you were to memorize a list of facts in order to pass an exam but made no conscious effort to understand, connect, or apply these facts, you would have engaged in rote learning a pretty useless endeavor. It would be very hard to use or apply that information in the future.