Excellent piece - I particularly like the models shown. I think that the ideas around depth of prior learning important, especially linked to misconceptions which can be very difficult to nudge towards the correct knowledge. There seems to be a misconception in teaching, which often is colleagues make a judgement that because they have covered something previously, pupils know it. We have to be rigorous in our pre-questioning before teaching a concept, so that we can anchor new knowledge onto something more concrete.
Thank you for this post. It highlights the problem with the educator who only reads the abstract. Prior learning, much like feedback, much like retrieval, much like teaching by examples, much like etc, etc etc is nuanced. All can be essential to solid memory formation and learning, but not all types are equal.
This is going to my teaching and learning team to ponder.
I really enjoyed this summary/synthesis, super useful for educators, I enjoyed the clarity and linking of key information, which helps avoid misunderstandings that could arise as a result of these.
Enjoyed reading this very nuanced take on the challenges of prior knowledge, thank you. I hadn't come across the prior knowledge paradox before, so thank you for bringing it to my attention. The distinction between deep and shallow prior knowledge and, tied to this, the difference between a mistake and a misconception, is a useful angle to begin addressing the paradox. The surprise from a prediction error is certainly an interesting takeaway from this. I'd be curious to hear if you think many classroom misunderstandings come from teachers treating shallow prior knowledge as if it were already secure enough for independent thinking and transfer? Many thanks again
Thanks for reading! And yes, I'm convinced that as people who know things that we want to teach others we are most certainly prone, by nature, to overestimate what others understand. I think that the entire profession of teaching boils down to this notion. This is what we need to overcome, this is why teaching is a profession.
Thank you very much for getting back. That overestimation is an idea I’m looking forward to touching on in a piece I’m writing this week on metacognition and memory. Would be curious to hear your take when it comes out. Many thanks again and look forward to reading more from you.
Excellent piece - I particularly like the models shown. I think that the ideas around depth of prior learning important, especially linked to misconceptions which can be very difficult to nudge towards the correct knowledge. There seems to be a misconception in teaching, which often is colleagues make a judgement that because they have covered something previously, pupils know it. We have to be rigorous in our pre-questioning before teaching a concept, so that we can anchor new knowledge onto something more concrete.
Thank you for this post. It highlights the problem with the educator who only reads the abstract. Prior learning, much like feedback, much like retrieval, much like teaching by examples, much like etc, etc etc is nuanced. All can be essential to solid memory formation and learning, but not all types are equal.
This is going to my teaching and learning team to ponder.
I really enjoyed this summary/synthesis, super useful for educators, I enjoyed the clarity and linking of key information, which helps avoid misunderstandings that could arise as a result of these.
Enjoyed reading this very nuanced take on the challenges of prior knowledge, thank you. I hadn't come across the prior knowledge paradox before, so thank you for bringing it to my attention. The distinction between deep and shallow prior knowledge and, tied to this, the difference between a mistake and a misconception, is a useful angle to begin addressing the paradox. The surprise from a prediction error is certainly an interesting takeaway from this. I'd be curious to hear if you think many classroom misunderstandings come from teachers treating shallow prior knowledge as if it were already secure enough for independent thinking and transfer? Many thanks again
Thanks for reading! And yes, I'm convinced that as people who know things that we want to teach others we are most certainly prone, by nature, to overestimate what others understand. I think that the entire profession of teaching boils down to this notion. This is what we need to overcome, this is why teaching is a profession.
Thank you very much for getting back. That overestimation is an idea I’m looking forward to touching on in a piece I’m writing this week on metacognition and memory. Would be curious to hear your take when it comes out. Many thanks again and look forward to reading more from you.