Activating prior knowledge is fundamental in learning. There are several evidence-based approaches that Strangham, Hall & Meyer (2004) point out that help engages students. In this paper, however, I would like to focus on more recent or perhaps different approaches that fellow educators might like to try in their classrooms, namely 3-2-1 Bridge and Chalk Talk.
I was introduced to these approaches a few years ago after searching for ways to have students focus more on thinking. In my classes, I had used K-W-L and reflection and recording quite extensively, but the results were always quite heavy on the knowing front. Whilst there is surely a place for the standard or better-known approaches, Making Thinking Visible (Morrsion, Ritchart & Church, 2013) approaches have been more engaging for students in my context.
3-2-1 Bridge is a simple approach to activating prior knowledge and can be easily utilized in any subject area. In my grade 7 class, we are about to start a unit on Digital Citizenship. I have very little idea of what prior knowledge my students have about the topic as this is the first time it will be looked at in our curriculum. On day one, students will be shown an image related to cyberbullying, alternatively, a teacher could use a single word or phrase.
Students are then given A4 paper and asked to provide three thoughts, two questions and one analogy. This they write down individually and are instructed not to share their responses at this stage. I will then have students watch Stacey’s Story via https://www.commonsense.org/education/videos/staceys-story-when-rumors-escalate and then read the article “New study suggests link between teen suicide and social media use” available on https://newsela.com/read/teen-suicide-social-media/id/37766/. After students have completed these two initial tasks, they are asked to go back to their 3-2-1 paper and after reading their initial responses to record three new thoughts, two questions and one analogy. Students will share in groups their initial and new responses and engage in a discussion about cyberbullying.
Another approach often used by my students is Chalk Talk. As with 3-2-1 Bridge, it is simple to use and offers the added advantage of having all students think and reflect upon what they already know or might know about the topic. This approach is exceptionally powerful when used in an inquiry-driven classroom (Murdoch, 2017). Sticking with the topic of cyberbullying, I would place large chart paper on desks that have been grouped (usually 4-5 students per group) before the class arrives. Each group should ideally use a different marker. When students enter the classroom, I direct them to first look at the whiteboard for instructions.
- · write down what you are thinking or wondering about
- circle interesting ideas
- · write a question or comment on others input
- · draw a line connecting your comment or question to a similar one
I usually allow for two minutes of thinking time (no discussions) about the prompt and then have students spend 2-3 minutes working on the chart paper. After 2-3 minutes I have the groups rotate (with their markers in hand) all the time adding comments, questions or answers to the other groups’ chart paper.
Having used these evidence-based approaches for quite some time now, there are some minor challenges. The challenge students and teachers face with these are getting used to the approaches. It requires mindful facilitation on the part of the teacher to ensure students are ‘in the zone’ and being introspective during quiet thinking times. For students who are might just be wanting to know the answer, these approaches will initially be challenging, but ultimately very rewarding.
References
Morrison, K., Ritchhart, R., & Church, M. (2013). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, Calif: Jossey-Bass.
Murdoch, K. (2017) The Power of Inquiry: Teaching and learning with curiosity, creativity and purpose in the contemporary classroom.
Strangman, N., Hall, T., & Meyer, A. (2004). Background knowledge instruction and the implications for UDL implementation. Retrieved from http://aem.cast.org/about/publications/2004/ncac-background-knowledge-udl.html