In this 15-minute micro session video, you’ll learn about Background Knowledge Probe, how you could implement it in your teaching context, and the modifications you could make to make this technique fit your teaching needs.
A background knowledge probe is a quick activity designed to set the stage for new learning experiences using recall and reflection. This approach can help identify strengths, gaps, misconceptions, and lived experiences that students bring to your course. On this video, you will see:
- What the approach is and the research that supports it.
- How to implement.
- How to adapt it to different teaching contexts.
- How to use a planning tool to help you implement.
Why is this teaching technique effective?
Activating our prior knowledge allows us to encode new information by comparing it with what we know (or what we think we know). When learning new knowledge, we first start with a foundation and build upward as we develop expertise in a particular domain. Bringing personal knowledge and experience into our courses can make clear the relevance of our course content by connecting it to student interests and validating student experiences and identities, noting that academic knowledge is not the only experience that students bring into the classroom.
This practice of recall and reflection can also prompt students to think about their own thinking—we know this as metacognition. Reflect on their own misconceptions, their values, opinions, etc. and where they come from. Students may have a lot of prior knowledge and self-assessment can guide them to intentionally reflect on what they already know and where that information came from.
Background knowledge probes provide a great deal of information on learning in progress and can allow the instructor to adjust.