Event 3: Stimulate Recall of Prior Learning

Building Bridges to New Knowledge

Learning is not the accumulation of isolated facts in an empty mind. It is the integration of new information into existing knowledge structures—what cognitive scientists call schemas.

When you learn that a whale is a mammal, you don't start from scratch. You connect "whale" to your existing schema for "mammal"—warm-blooded, breathes air, nurses young. The new information makes sense because it hooks onto what you already know.

This is why stimulating recall of prior learning is so powerful. By activating relevant existing knowledge before presenting new content, you're:

• Creating cognitive anchors: New information has something to attach to
• Reducing working memory load: Learners don't have to hold everything in active memory; they can use existing structures
• Facilitating encoding: Connections to prior knowledge create multiple retrieval pathways
• Revealing gaps: If prior knowledge is missing or wrong, you discover it before building on shaky foundations

The cognitive process is retrieval—pulling relevant information from long-term memory into working memory where it can interact with new input. This isn't just a review; it's an active priming of the cognitive system.

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Activation Strategies

The goal is to get relevant prior knowledge active and available. Different strategies work for different situations:

Direct Questioning

Simple questions about foundational concepts or previous lessons.

• "What do you remember about our last session on feedback types?"
• "Can someone define 'variable' in their own words?"
• "What are the three steps we learned for de-escalating customer complaints?"

Questions should require retrieval, not recognition. "What is X?" is stronger than "Is X true or false?"

Quick Retrieval Practice

A brief, no-stakes quiz activates prior knowledge while also strengthening it (the testing effect does double duty).

• 3-5 questions on prerequisite concepts
• "Brain dump" where learners write everything they remember about a topic
• Think-pair-share on key concepts from previous learning

Brainstorming

Group activation surfaces collective prior knowledge and normalizes partial recall.

• "Let's list everything we know about [topic]"
• Mind-mapping on the board with class contributions
• "What comes to mind when you hear [key term]?"

Relating to Experience

Connecting to personal or professional experience activates informal knowledge.

• "Think about a time when you received really helpful feedback. What made it helpful?"
• "Have you ever tried to explain something to someone who didn't get it? What happened?"
• "In your work, when do you see [this concept] in action?"

Analogies and Comparisons

Linking new content to familiar concepts activates relevant schemas.

• "Today we'll learn about error handling in code. It's similar to having a backup plan when things go wrong—let's think about backup plans you use in daily life."
• "Database queries work like questions you might ask a librarian. What kinds of questions do you ask when looking for a book?"

Diagnostic Pre-assessment

A quick formative assessment reveals what learners already know and where gaps exist.

• Entry tickets with 2-3 questions about prerequisite knowledge
• "Predict what you think will happen" before a demonstration
• Concept sorting tasks that reveal understanding of relationships

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When Prior Knowledge Is Missing or Wrong

Sometimes the recall strategy reveals a problem: learners don't have the prior knowledge you expected, or what they "know" is actually a misconception. How you handle this determines whether subsequent instruction succeeds.

When Prior Knowledge Is Missing

Don't: Plow ahead anyway, hoping learners will figure it out.

Do: Acknowledge the gap and provide a brief foundation. This might mean:

• A 2-minute micro-lesson on the prerequisite concept
• A resource for learners to review before the next session
• Adjusting the lesson to build from where learners actually are
• Pairing learners with stronger prior knowledge with those who need support

When Prior Knowledge Is Wrong

Misconceptions are more dangerous than missing knowledge. Learners may actively resist correct information because it conflicts with what they believe they already know.

Don't: Simply state the correct information and expect the misconception to disappear.

Do: Create cognitive conflict that makes the misconception visible and untenable:

• "Many people think [misconception]. Let's test that idea..."
• Present a case or demonstration where the misconception fails
• Have learners predict based on their current understanding, then observe reality
• Explicitly name the misconception: "A common error is thinking that... but actually..."

Building Bridges When the Gap Is Large

Sometimes the distance between learners' prior knowledge and the new content is greater than expected. Bridge-building strategies include:

• Advance organizers: Provide a conceptual framework before details
• Concrete before abstract: Start with tangible examples before introducing principles
• Analogies: Connect new concepts to familiar ones, even if imperfectly
• Scaffolded progression: Break the learning into smaller steps with recall activation at each stage

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Context-Specific Examples

Corporate Training (Leadership)

Before a module on giving constructive feedback:

"In small groups, take 3 minutes to discuss: Think about the best and worst feedback you've ever received at work. What made the difference?"

This activates personal experience with feedback, surfaces informal knowledge about what works, and creates emotional investment in learning to do it well.

K-12 History (8th Grade)

Before a lesson on the U.S. Constitution:

"Our classroom has rules. Quick brainstorm: What are some of them? Who made them? Why do we have them?"

Follow-up: "Today we're learning about how a new country made rules for itself. The process had similar questions: What rules do we need? Who gets to decide? How do we change them?"

This connects abstract civics concepts to immediate, tangible experience.

eLearning (Project Management)

Before presenting Agile methodology:

Interactive screen: "You've been asked to plan a friend's surprise party. How would you approach it? What would you do first? How would you handle unexpected changes?"

This activates informal project planning knowledge that parallels formal methodology.

Higher Education (Chemistry)

Before a lecture on chemical synthesis:

"Take 2 minutes to write down the lab safety procedures you learned in the prerequisite course. Be specific—what exactly must you do before working with volatile compounds?"

Dual purpose: activates safety knowledge that's prerequisite for the synthesis procedures, and serves as a safety reinforcement.

Professional Development (Teaching)

Before a workshop on differentiation:

"Think about your most challenging class period this week. In 3 sentences, describe what made it challenging. Be ready to share one challenge with a partner."

This activates the practical problems that differentiation strategies will address, ensuring the content connects to real needs.

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Key Takeaways

• Prior knowledge is the foundation for new learning. Without activation, new information has nothing to connect to.
• Retrieval is the cognitive process—actively pulling information into working memory, not passive review.
• Vary activation strategies: direct questions, retrieval practice, brainstorming, relating to experience, analogies.
• Be prepared for missing or incorrect prior knowledge. Discovering gaps is valuable; ignoring them is dangerous.
• Create bridges when the gap between prior knowledge and new content is large.
• This event often reveals whether learners are ready for what you've planned. Adjust accordingly.