Wait… the lifehack to learning is using what I already know?

By Rae Smith

Picture this: you’re standing at the starting line of the biggest 5k race of your life, but you were so nervous you forgot your running shoes. Now what do you do in this situation? You could always just put your Crocs into “sports mode,” but that probably wouldn’t end well. Instead, you may try to borrow a pair of shoes from a friend. What’s the first thing you would do before slipping them on? You will probably take a quick peek at the inside of the tongue to check the size label to see if they fit your feet. That’s your brain using a schema! “Schemas support memory and perception by providing an organizational framework within which we can encode and store relevant information and efficiently incorporate new information,” according to The National Library of Medicine. Just like making smart shoe decisions, schemas can help students of any age study and learn by providing a framework for organizing new information using what they already know. In this post, we’ll learn about schemas and how they can help you run the race toward academic success! 

So, what are schemas good for?

While mostly everyone is born with the desire to categorize information, some may be more self-aware of their abilities in an advanced way. Expert schema users have numerous connections to draw when learning a new subject and have the upper hand. That is why it’s essential to teach the building blocks of recognizing and “filing” further information into the filing cabinet that is in our minds. The base of learning of effective, memorable learning is making connections. (Cross, 1999)Research has shown that using schemas can improve learning outcomes for students. One study found that students who were taught how to use correctly and efficiently use schemas to organize information about a complex topic performed better on a subsequent test than students who were not given the same instruction (Kalyuga, Chandler, & Sweller, 2000). This thinking method helps students identify gaps in their understanding and guide their learning. For a simple example, if a student is studying a more complex topic like history, they can use their schemas to organize different historical events or periods, which can help them to see how various events are related or connected, which will help with memory recall later down the line. 

Schemas for all!

Schemas can also be super helpful for children with disabilities in learning. Children with disabilities such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and other disorders such as dyslexia struggle with organizing and understanding information like their neurotypical-minded peers. Schemas provide a framework for managing new data and studying, which can significantly benefit them academically and socially. Since the Common Core curriculum isn’t set up to cater to students with disabilities, Schema-based instruction (SBI) uses visual representations to show problems in place of explaining the problem through words. “In order to solve a word problem, students must apply previous knowledge of a concept to the word problem.” (Tamika, 2015) When information is presented through a schema, such as a mind map or a flowchart, children can better visualize and organize the information, making it more accessible. 

To sum it up

In conclusion, schemas can be a valuable tool for any human wanting to learn as fast and effectively as possible. And let’s be honest, that’s everyone. By building the framework for organizing information and making connections between concepts, schemas can help any student of any mental capacity better understand and retain information. Furthermore, by developing your own schemas super powers, you can overcome challenges and problems in learning and reach your full academic potential!

References

 Webb, C. E., & Dennis, N. A. (2020). Memory for the usual: the influence of schemas on memory for non-schematic information in younger and older adults. Cognitive Neuropsychology37(1-2), 58–74. https://doi.org/10.1080/02643294.2019.1674798

Cross, P. K. (1999). (rep.). Learning Is about Making Connections. The Cross Papers Number 3. (p. 8). Mission Viejo, CA: League for Innovation in the Community College. 

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology92(1), 126–136. https://doi.org/10.1037/0022-0663.92.1.126 

 Desmarais, K., Osana, H.P., Lafay, A. (2019). Schema-Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities. In: Robinson, K., Osana, H., Kotsopoulos, D. (eds) Mathematical Learning and Cognition in Early Childhood. Springer, Cham. Schema-Based Instruction: Supporting Children with Learning Difficulties and Intellectual Disabilities | SpringerLink

 James, Tamika C., “The Effects of Schema-Based Instruction on Word Problem Solving in Students with Disabilities” (2015). Specialist in Education Degree (Ed.S.) Theses. 9. https://kb.gcsu.edu/eds/9