Background knowledge has often been viewed as a set of skills, vocabulary words, or experiences that provide a foundation for future learning. Research indicates that neural networks are built as this information is learned. Educators who understand that absent background knowledge can be built, and that it takes time, create learning environments that support the development of new neural structures and establish school and class policies and practices that respect the process.
Three strategies for weaving critical thinking into everyday learning. Researcher and education expert Bryan Goodwin highlights three strategies—structured problem solving, cognitive writing, and guided investigations—that help educators weave critical thinking
It can feel difficult to engage students in independent work and reading tasks. Station-based book study can help build students’ background knowledge for a unit as they survey content before
Although schools have been prioritizing discrete skills in reading instruction for years, education writer Natalie Wexler says, building rich background knowledge could lead to more successful readers.
Students can learn to use their time wisely and strengthen their executive functioning skills by starting with the end in mind. Teaching the skill of backward planning grows several EF
Education consultant and ASCD author Carol Ann Tomlinson advocates for educators to “teach up”—to plan differentiated instruction that provides equitable access to “high ceilings” of learning and scaffolding that enables
Writing improves learning by consolidating information in long-term memory, researchers explain. Plus, five engaging writing activities to use in all subjects.
Teachers can take a step back and create lessons that put student explorations at the center of learning.
Students without a family history of higher education benefit from simple lessons on navigating life in college.
A look at a few popular literacy practices that shouldn’t make the cut—along with fresh strategies that experienced teachers and literacy experts recommend instead.
Teachers and students can get off to a good start by determining their values and setting expectations for each other as a group.
