Activating or supplying background knowledge is a universal design for learning (UDL) guideline that supports multiple means of representation. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can provide learners with the background knowledge they need.
Activating or supplying background knowledge in Universal Design for Learning
Activating or supplying background knowledge means providing learners with the prior knowledge they need to understand a new lesson. For example, to calculate exponents, learners must first know how to multiply. Some learners may not have this knowledge. In other words, teachers need to supply the knowledge. Conversely, other learners may have the knowledge, but may not realize that it is relevant to the current lesson. In other words, teachers need to activate the knowledge.
Activating Background Knowledge
Teachers can use many strategies for activating background knowledge. For instance, teachers can use analogies or metaphors to remind learners about relevant knowledge they may have. For example, teachers could point out that a lesson “builds on” a previous one. Likewise, teachers can explain how a lesson “fits into” a larger unit. Therefore, learners will know how the knowledge they gain in the current lesson will be useful later.
In addition, teachers can use graphic organizers, such as:
- Concept maps
- KWL charts, listing what learners:
- Know (K)
- Want to know (W)
- Have learned (L)
These and other organizers help learners visualize how new ideas are connected to ideas the learners already know.
Moreover, some background knowledge may be connected to other subjects. For example, to understand a newspaper article about current events for social studies, learners need to know how to analyze a piece of writing. This is knowledge learners would usually gain in language arts lessons. Therefore, teachers should point out the connection between these subjects and remind learners about lessons when they analyzed texts.
Supplying Background Knowledge
Furthermore, teachers can use other strategies to supply background knowledge. For instance, teachers can briefly review prior lessons before the introduction of new content. In addition, they can give learners access to resources that model or demonstrate this knowledge. For example, learners writing essays first need to know how to write paragraphs. If a learner has missed a lesson on writing paragraphs, the teacher can give them sample paragraphs before the class begins essay writing.