Whenever we introduce a new topic to our students, how can we make it more likely that their brains will be receptive to the information that we are providing? One of the ways that teachers can accomplish this goal is take time to activate students’ prior knowledge (also known as background knowledge). Launching into a lesson or unit without this important step can spell certain doom for the teacher’s good intentions.

Consider the brain like a Lego sculpture and each new piece of information as a brick or collection of bricks. Each new brick (information) that is introduced must be connected to something that already exists in order for the information to stick. Otherwise the brain might (or more likely will) discard it.

Students enter our classrooms with a sometimes surprising amount of prior knowledge that they have picked up from movies, books, magazines, cartoons, conversations, vacations and the like. If we can tap into that knowledge supply, the material that we present will more likely be given preferential treatment by our students’ brains. So how do we go about activating prior knowledge?  Here are 3 really simple strategies that you can use with students of many ages.

1. Anticipation guide: Students read through a list of statements that relate to the topic that they will learn about. They circle agree or disagree in the ‘before reading’ or ‘before viewing’ column depending on how they feel about the statement. As they read/view (or after), they return to their statements to see if they we right in their guessing.

For a simple example of an anticipation guide, click here.

2. Entry card: These are just like exit cards. Give students a question or prompt to respond to when they enter your class. You can have them share their answers with a partner or small group, or you can collect them and read select responses to the class (usually anonymously).

Example: “Is it acceptable to bomb cities during wartime? Why or why not?”

3. 4 corners: Use the same concept above for the entry card but make it into a statement. Students move to the corner that best matches with their opinion.

Example: “It is acceptable to bomb cities during wartime.”

You might make signs for each corner of your room to help students see where they are supposed to go. I use these terms for my classroom:

-Strongly agree
-Agree, but…
-Disagree, but…
-Strongly disagree

I usually combine the entry card and 4 corners. Students record their opinion, then move to the corner that fits with their thinking. They compare with others in the same corner.

As a twist, I will stand in the middle as a ‘neutral’ party and have students try to argue me to their corner. The stronger the argument they provide, the more steps I take toward them. This adds some fun and competition to the lesson.

The civilian bombing example might be used before students study the bombings of Hiroshima and Nagasaki. You might also use it to assess the Allied bombing of German cities during WWII.

The latter two strategies require no real material prep, but anticipation guides have to be created and copied in advance.

For more examples of how to access prior knowledge, check out this file: Copy of Strategies for Activating Prior Knowledge

Each of the products that I have created for the America, the Story of Us video series includes an anticipation guide. Check out the links if you are interested.

America, The Story of Us Episode 1 “Rebels” Activities

America, The Story of Us Episode 2 “Revolution” Activities

America, the Story of Us: Westward video activities

America, The Story of Us Episode 4 “Division” Activities

America, The Story of Us Episode 5 “Civil War” Activities

America, the Story of Us: WWII Teacher Resource and Worksheets