Why It’s Important to Elicit Prior Knowledge in the Classroom

We’ve all heard about the importance of building on what students already know. But why is it so important to tap into their prior knowledge at the beginning of a lesson or unit?

In this blog post, I’ll explore some reasons why eliciting prior knowledge is one of the most effective strategies for engaging elementary students and enhancing their learning experience. I’ll also share some examples of ways to elicit prior knowledge below.

1. Activates Cognitive Connections

Recalling prior knowledge helps students activate their brains, preparing them to absorb new material. When students connect what they already know with new concepts, they are essentially creating mental “hooks” that make the new information easier to remember and understand.

For example, if a student already knows that plants need sunlight to grow, introducing the process of photosynthesis becomes much more comprehensible.

When I teach informational writing, one of the first steps before we research is to write down everything we know about the topic. We create a circle map and list all the facts in the top half. As we read, watch, and learn, we record new information in the bottom half and revisit what we know, checking off correct facts and correcting those that are not.

Here is an example of a circle map where we elicit prior knowledge about wolves.

2. Builds Confidence

When students recognize that they already know something about a topic, their confidence increases. This is particularly important for younger students who may feel apprehensive about new subjects.

If young students realize that “rain comes from clouds” before diving into a lesson about the water cycle, they will feel more capable of engaging with the material and participating in discussions.

We do the above circle map as a whole class. This allows students who feel confident about their content knowledge to express their ideas and students who don’t feel as confident to recognize the knowledge that they do have about the topic.

3. Makes Learning Relevant

Students are more motivated to learn when they can see how the information connects to their world. Eliciting prior knowledge allows teachers to show students how new concepts are tied to things they’ve experienced or already know.

For example, when students talk about thunderstorms they’ve encountered before a weather lesson, it makes the learning feel more relevant to their lives. This personal connection can ignite curiosity and keep them engaged.

I often use a think-pair-share strategy to have students talk about “a time when they [did something relevant to the topic].” This allows them to express their thoughts and feelings about the event.

4. Identifies Misconceptions

One of the most valuable reasons to elicit prior knowledge is that it helps uncover any misconceptions students may have.

For instance, a student might believe that all insects can fly or that the sun revolves around the Earth. By discovering these misunderstandings early, teachers can address and correct them, ensuring students have a strong foundation moving forward.

Correcting misconceptions is one of the things we do during our 5E Science Units. In each 5E Instructional Unit, we list common misconceptions students have about the topic so that teachers can be aware of them and correct them as they arise during the unit.

5. Promotes Active Learning

Eliciting prior knowledge encourages active learning, where students engage more in the learning process. Instead of simply listening to the teacher present information, students share their thoughts, ideas, and experiences. This participation turns learning into an interactive experience, making it more enjoyable and meaningful for them.

6. Improves Student Engagement

When students are invited to share what they know, they feel like valuable contributors to the lesson. This sense of ownership boosts engagement as students become curious about how their knowledge fits into the broader context of what they’re learning. A simple brainstorming session at the beginning of a lesson can spark excitement and anticipation for what comes next.

7. Supports Differentiation

Each student comes into the classroom with different levels of knowledge and experience. By eliciting prior knowledge, teachers can better differentiate their instruction to meet the needs of all learners.

If a student already has a solid grasp of a concept, the teacher can offer extension activities. Conversely, the teacher can provide additional scaffolding for students who need more support.

8. Encourages Collaboration

Many activities that elicit prior knowledge involve student collaboration, like Think-Pair-Share or brainstorming sessions. These activities encourage students to work together, sharing ideas and learning from each other. When students collaborate, they often gain new perspectives and insights that deepen their understanding of the topic.

Incorporating activities that elicit prior knowledge at the beginning of a lesson or unit benefits both students and teachers. For students, it builds confidence, makes learning more relevant, and encourages active participation. For teachers, it provides a clearer picture of what students know and where gaps in understanding might lie. The result is a more engaging, collaborative, student-centered learning environment that sets everyone up for success.