Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Cognitive Science for Teachers - Seneca Certified Educator](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator.md) › Background Knowledge # Background Knowledge CPD: Cognitive Science Level 1, topic 3.1.2 ## Prior Knowledge According to CLT, working memory is limited, but long-term memory is not. Helping students to create connections between novel information and prior knowledge is key. ### Examples ![Examples](https://cdn.pixabay.com/photo/2016/11/19/12/48/building-1839108__340.jpg) - The use of concrete examples is a very effective teaching and learning technique. - However, if the chosen example is something that the students don't know, it can be a distraction & have a negative effect on learning. - Instead of creating links to prior knowledge and long-term memory, an example that students aren't familiar with will add to working memory load. ### Curriculum ![Curriculum](https://image-v2.cdn.app.senecalearning.com/2018-11/248da3d0-6612-4eca-989c-608caa6bc6ce/examples-explain-.png) - It is important that the curriculum follows a logical structure. - Content should be built on top of previous content and links between them to be explicitly made. - It is crucial to always revisit past topics in order to help students link novel information to prior knowledge. ## The Vocabulary Gap Knowledge of vocabulary and literacy are important factors on students' academic achievement. ### 95% ![95%](https://image-v2.cdn.app.senecalearning.com/2018-03/c0abd802-3071-4469-9788-176e684b030e/shutterstock_135569698.jpg) - In 1989, Batia Laufer conducted an experiment and discovered that readers needed to know at least 95% of the words in a text to be able to comprehend it fully. ### The Gap ![The Gap](https://image-v2.cdn.app.senecalearning.com/2018-08/916d63d0-00b9-49e2-a7d8-57eb34a89ab6/dad-mum-baby-parents-child.jpg) - In 2018, a report by Oxford University Press revealed that 49% of primary students and 43% of secondary students had a vocabulary so limited that their learning of subjects was impaired. - The vocabulary gap between different pupils seems to come from the quantity and quality of the interactions between children and parents (or primary carers), as well as the socio-economic status of their families. ### Consequences of the gap ![Consequences of the gap](https://image-v2.cdn.app.senecalearning.com/2018-08/d7a48672-5053-48a4-8796-ebcc16dfc3b8/exam-students.jpg) - The same report showed that 91% of teachers believe a limited vocabulary reduces students' achievement in English. - 85% of teachers believe a limited vocabulary reduces achievement in other subjects as well. - Poor vocabulary prevents students from comprehending the national exam papers, which leads to worse grades. - Limited vocabulary can also reduce students' self-esteem and attendance rates. ### Closing the gap ![Closing the gap](https://image-v2.cdn.app.senecalearning.com/2018-03/52ff45bc-f284-40bc-a16f-5e2904b2aa9f/shutterstock_309239105.jpg) - All teachers, not only English teachers, need to be responsible for increasing students' vocabulary and literacy skills. - Explicitly teaching vocabulary. - An increasing focus on reading. - Checking for understanding of words, and not assuming students know them. - Teach synonyms and antonyms, as well as use the words in different contexts. ## Test yourself on Background Knowledge - What should you try to do when giving examples? - What is limited according to Cognitive Load Theory? - What percentage of words in a text do you need to know to comprehend it fully? - What percentage of secondary school students had such a badly impaired vocabulary that it hindered learning? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/58bbb1ac-a35e-49ac-a4b4-833f64cf66bb/session) - Previous topic: [3.1.1 CLT](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt.md) - Next topic: [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) ## CPD: Cognitive Science Level 1 contents ### 1 Memory - 1.1 Memory Processing - [1.1.1 Overview of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-1-overview-of-memory.md) - [1.1.2 Memory Processing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-2-memory-processing.md) - 1.2 Types of Memory - [1.2.1 Types of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-1-types-of-memory.md) - [1.2.2 Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory.md) ### 2 How Do We Learn? - 2.1 Neural Model of Learning - [2.1.1 Neural Model of Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning.md) - [2.1.2 Desirable Difficulties](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-2-desirable-difficulties.md) - [2.1.3 The Forgetting Curve](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-3-the-forgetting-curve.md) ### 3 Cognitive Load Theory - 3.1 CLT - [3.1.1 CLT](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt.md) - [3.1.2 Background Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge.md) ### 4 Effective Strategies - 4.1 Rosenshine's Principles - [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) - [4.1.2 Rosenshine's 6-10](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-2-rosenshines-6-10.md) - 4.2 Dunlosky's Strategies - [4.2.1 Dunlosky's Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-2-1-dunloskys-strategies.md) - 4.3 Dylan Wiliam - [4.3.1 Dylan Wiliam](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-3-1-dylan-wiliam.md) - 4.4 Daniel Willingham - [4.4.1 Daniel Willingham](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-4-1-daniel-willingham.md) - 4.5 The Learning Scientists - [4.5.1 The Learning Scientists](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-1-the-learning-scientists.md) - [4.5.2 Practical Ideas](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-2-practical-ideas.md)