How to help learners connect new content to what they already know (and why it matters)

Have you ever rushed into a meeting 10 minutes late and instantly regret it?

Have you ever rushed into a meeting ten minutes late and instantly regretted it?

You sit down, coffee in hand, pretending to catch up. But within seconds, it’s obvious: everyone knows what’s going on… except you. Acronyms are flying. Decisions have already been made. You nod along, hoping no one calls on you, but mentally? You’re not in the meeting. You’re still trying to figure out what you missed.

That’s what learning feels like without anchoring.

When we introduce new content without connecting it to something familiar, learners feel behind before they even begin. Lost. Disoriented. Quietly checking out.

Anchoring fixes that. It gives the brain something solid to stand on: context, relevance, a sense of “I’ve been here before.”

Once that link is made, learners stop pretending to follow and start actually learning.

What you’ll walk away with

By the end of this article, you’ll have:

• A clear, research-backed understanding of what anchoring actually is

• Practical ways to anchor learning in Edovo’s closed, self-paced environment

• Concrete examples you can reuse across courses

• A mental checklist for designing lessons that feel grounded, not confusing

The jargon you actually need to know

Anchoring

What it is:
Anchoring means intentionally connecting new content to something the learner already understands—an experience, emotion, habit, or prior idea—before asking them to process something new.

What the science says:
The brain doesn’t learn in isolation. New information sticks better when it’s connected to existing knowledge and emotion (Bransford et al., 2000; Immordino-Yang, 2015). For incarcerated adults—many returning to education after long gaps—anchoring reduces cognitive load, increases confidence, and prevents that “I’m already behind” feeling.

No anchor = content floats.

Anchors create belonging, momentum, and readiness to learn.

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Practical ways to anchor learning on Edovo

1. Start with a memory prompt (before any explanation)

Memory-based prompts activate prior knowledge and attention before new information shows up.

Use simple, low-pressure starters like:

• “Think about a time you were misunderstood. How did it feel?”

• “Have you ever set a goal and not reached it? What got in the way?”

• “What does respect look like to you, when you’re giving it and when you’re receiving it?”

These don’t require writing. They don’t require being “right.”
They just get the brain ready.

(And yes—this article opened with a meeting example on purpose. That wasn’t just a hook. That was anchoring.)

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2. Tie new content to everyday experiences

Before naming the concept, show learners that they already know something about it.

Concrete examples work better than definitions:

• “Ever had to stretch five dollars over five days? That’s budgeting.”

• “You’ve stayed calm during a heated moment? That’s emotional regulation.”

• “You’ve helped someone think through a problem? That’s leadership.”

Once learners recognize themselves in the idea, the new content you're about to teach has somewhere to land.

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3. Loop back to familiar ideas throughout the course

Anchoring isn’t a one-time warm-up. It’s an ongoing design habit.

Build in callbacks like:

• “Remember the pause strategy from earlier? (insert reference/definition/image) Let’s use it again here.”

• “This budgeting tool builds on the goal-setting plan you practiced before.”

• “We talked about values earlier. (insert recap, bullets, image) Pick one to guide your decision here.”

Each callback strengthens memory and signals continuity: You’re not starting over. You’re building.

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4. Use visuals to reinforce anchors

Visual repetition helps learners recognize ideas faster and feel more oriented.

Simple ways to do this:

• Use the same icon every time a key idea appears
  (e.g., a green pause symbol for self-control)

• Reuse the same image style for recurring concepts
  (e.g., the same budget graphic across lessons)

• Repeat timelines, diagrams, or progress visuals across modules

When learners recognize something visually, confidence goes up and cognitive load goes down.

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TL;DR: If you don’t anchor it, it floats

• Learners need context before comprehension

• Anchoring connects new ideas to lived experience

• Start with memory, not definitions

• Loop familiar ideas throughout the course

• Anchor early, anchor often, and keep learners oriented

Design like your learner didn’t show up late—because your course made sure they didn’t.

References

(That References section at the bottom isn’t just to look scholarly. It’s where these ideas come from—and where you can go deeper if you want to anchor your own learning.)

• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.
  
  

• Immordino-Yang, M. H. (2015). Emotions, learning, and the brain. W. W. Norton & Company.
  
  

• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). Routledge.
  
  

• Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
  
  

• Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.