1.3. Determine the Knowledge Base. Readings

Defining students’ prior knowledge

At the beginning of each course, or even at the beginning of individual topics, it is recommended that lecturer assess students' prior knowledge or skills. Such an assessment is usually small, without a formal grade, and can be presented in a way that is easy for students to understand (e.g. in some cases students can be told that they are not expected to know most of the information). Learners may know that the purpose of the assessment is to find out what knowledge and skills they have brought to the classroom in order to teach more effectively. Lecturer s may also consider re-assessment after teaching as a measure of learning.

Defining students' prior knowledge from diverse cultural backgrounds requires thoughtful and culturally sensitive approaches. First and foremost, it is essential to create a safe and inclusive environment where students feel comfortable sharing their views and are not afraid of being judged, especially when discussing potentially sensitive topics.

Multiple assessment strategies

Lecturers can use multiple strategies to assess students’ prior knowledge on study course or each topic. Informal discussions, quizzes, and surveys are excellent ways to tap into students' prior knowledge before starting a new topic.

Informal discussions should be culturally sensitive. Avoid culturally biased questions when organising them. They should be formulated in such a way as not to favour one cultural perspective over another. Care should be taken in the use of idioms, proverbs or examples that may not be understood by all. Note that students from different cultures may be differently comfortable with speaking directly, participating in discussions and expressing their views publicly. Prior knowledge is not just knowledge of specific information. It is also the students' experiences, observations and ways of knowing that have been shaped by their cultural background. Therefore, when asking questions for discussion, context is also needed so that all students can relate the topic to their cultural context.

Culture-sensitive informal discussions could be implemented as:

• Small group discussions: divide the students into smaller groups of 4-6 members where they can feel more comfortable. Thoughtfully mix students from different backgrounds.

• Thinking in pairs, sharing cultural aspects: Encourage students to first discuss with someone with whom they feel comfortable, which may be someone from a similar background, and only then share with a larger group.

• Open-ended questions or narrative prompts: Instead of direct questions, use engaging questions that invite personal narratives related to the topic. For example: "Tell me about a time when you experienced something similar in your country, community or family".

The benefits of informal discussions in culturally diverse groups are revealed through different perspectives and interpretations of concepts, highlighting different cultural practices and traditions related to the topic, revealing different ways of knowing and understanding the world. In addition, possible cultural nuances that may influence learning can be identified.

Quizzes. The design of the Culture-sensitive quizzes involves thinking about its format and the nature of the questions to be asked.

• If the quizzes assess the recall of facts, use examples and contexts that relate to different cultures, or provide options that reflect different settings. Using short answer formats, invite students to briefly explain their reasoning, which may reveal culturally specific knowledge or interpretations.

• If scenario-based quizzes are provided, consider whether they are culturally neutral or offer different cultural contexts for students to apply their knowledge.

• If you use visual material in the quizzes, include pictures, symbols or scenarios that may be more accessible to learners with different linguistic backgrounds or cultural experiences.

The results of the quizzes can show the specific facts and concepts that students already know; what are the common strengths and weaknesses in their knowledge or common misconceptions that need to be addressed directly.

Surveys. The survey questions developed help to gather information on certain aspects of prior knowledge, experience and attitudes related to the topic. Similar as with quizzes, think about the most accessible and convenient format for students. Surveys are usually longer than quizzes, but it is important to keep them concise, respect the time of the students and the lecture, and keep it focused.

A key aspect of defining prior knowledge with students from different cultures is respect and a genuine curiosity to understand students' different ways of understanding the world. Be flexible, adapt your methods in response to students' responses and constantly reflect on your biases and assumptions.

Early in the course, discussing existing knowledge creates an inclusive learning environment in which all students feel valued, and their knowledge is recognised as valuable.

How to teach based on students' prior knowledge

Matching teaching plans to cater to students' existing understanding and learning gaps is a crucial aspect of effective teaching ensuring that instruction is both accessible and challenging.

First, analyse the data gathered on prior knowledge and learning is needed. Carefully examine the results from informal discussions, quizzes, surveys and any diagnostic assessments you've collected. Following that:

• Reflect on the curriculum: based on the trends in student assessment, what are the most common mistakes or missing knowledge/skills that many students lack?

• Assess individual and group needs: Distinguish between the learning gaps of the whole class and the specific needs of individual students or small cultural groups.

• Consider the cultural context: Reflect on how students' understanding may be influenced by the different cultural backgrounds in your country or university and identify any culturally specific knowledge or experiences that can be used or considered.

• Differentiate between content, process and result: When tailoring the information provided to students, provide simpler texts for those who struggle, and offer more complex readings, research opportunities or self-learning opportunities for the advanced. Change student activities. Offer choices about how they explore the material (e.g. reading, watching videos, conducting interviews). If possible, as a result, allow students to demonstrate their learning in a variety of ways that are appropriate to their strengths and cultural backgrounds (e.g. writing, creating a presentation, building models, research evidence).

Reflections for deeper learning

To foster deeper learning in higher education, students from different cultural backgrounds need to reflect on their previous experiences and knowledge in a structured way that is both personally meaningful and academically productive. This can be achieved by:

• Creating a safe and inclusive space for reflection is the first step towards deeper learning. An environment where students feel safe to share their thoughts and experiences without fear of being judged or stereotyped, and where diverse perspectives are emphasised, enriches learning. 

• Provide a structure and a framework for reflection that encourages students to relate the new concepts to their own life stories, cultural practices and personal experiences at this university or in a wider context. Such a framework could also include the exploration of cultural perspectives, for example by formulating questions:

• • How might a person from a different cultural background approach this problem?

  • Are there different cultural values involved in the study tasks?

  • What assumptions in this topic might be specific to a particular or different cultures?

Reflection links to deeper learning outcomes by reflecting not only on the results achieved but also on how students' prior knowledge and cultural perspectives can enrich their understanding. It also promotes critical thinking, empathy and intercultural understanding.

By providing structured opportunities for such culturally relevant reflection, educators can help students move beyond superficial understanding and develop a deeper, more subtle and more personally meaningful appreciation of the subject. Such an approach not only enhances learning but also promotes greater intercultural awareness and respect within the learning community.