Have you tried using prequestions (explicitly) in your classroom?
This research explores why prequestions can significantly enhance student learning and engagement before the lesson even begins – a simple yet effective pedagogical strategy!
Prequestions involve asking students questions about upcoming learning material before they engage with it (Carpenter, 2023).
This approach, grounded in cognitive neuroscience, prepares the mind for incoming information, making learning more efficient. Whether through reading assignments, videos, or lectures, prequestions prime students for the content they are about to encounter, helping them to focus and retain information more effectively.
I use this strategy every single time. Before arriving at a physical teacher training session, and also throughout the session until key points are reached, teachers should prepare students for key material.
The rationale behind prequestions is rooted in the concept of ‘pretrieval practice,’ which enhances engagement with new information.
This technique not only aids in the retention of specific facts and concepts, but also fosters a deeper comprehension of the material. By activating prior knowledge and curiosity, prequestions help students anchor new information more securely, leading to improved academic performance and long-term retention.
Credit: Shana K. Carpenter, American Psychological Association, 2023
What can teachers do?
Teachers can implement prequestions by devising relevant questions or resources that align with the lesson’s objectives. These can be introduced at the start of a lesson, embedded in homework assignments, or posed before using resources, such as video material.
The key message for teachers is to encourage students to ponder these activities without the pressure of immediate correctness, thereby setting the stage for future learning.
Reflection questions for teachers
- How might pre-questions very between subjects?
- What types of prequestions might stimulate the most student engagement?
- How can technology facilitate the use of prequestions in remote environments?
- What strategies could be employed to ensure all students participate in prequestion activities?
- How can prequestions be adapted for students with different needs?
- Could prequestions be used to facilitate peer learning and discussion?
- How might the timing and phrasing of prequestions affect their effectiveness?
- What role could student-generated prequestions play in lesson planning?
- How can feedback on prequestions be integrated into the lesson’s conclusion?
- What are the potential challenges of implementing prequestions, and how can they be mitigated?
The research concludes:
This focused attention appears to coincide directly with later memory, in that the prequestioned information that is made more noticeable is also more successfully remembered later on …
