Activating relevant prior knowledge strengthens the storage of new information if that new information aligns with the information already present. Prior knowledge is information that is already stored in the student's long-term memory. That knowledge resides in networks of brain cells, also known as 'schemas'. The information then, as it were, hangs better on the coat rack, the schema where the information is stored. Activating prior knowledge can, however, also hinder the storage of new information when students have misconceptions. Therefore, it is important to activate and check the prior knowledge of students to ensure it is correct, so that misconceptions can be addressed. The challenge is that students often already understand 40-50% of the new material due to their prior knowledge, but different students possess different parts of that knowledge. If the prior knowledge within a group varies greatly, it is important to differentiate. The more accurate and extensive the prior knowledge is, the better new information can be added to it. Furthermore, it is important to activate only relevant prior knowledge. For example, if you show a video, try to ensure that the attention is directed towards the points you want the students to learn.
Shing, Y. L., & Brod, G. (2016). Effects of Prior Knowledge on Memory: Implications for Education. Mind, Brain, and Education, 10(3), 153ā161.
Nuthall, G. (2007). The Hidden Lives of Learners. Wellington: NZCER Press.
Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. Research on What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development.