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?

You sit down, slightly out of breath, coffee in hand, pretending to catch up. But within seconds, it’s clear: everyone knows what’s going on… except you. They're referencing things you missed. Acronyms you don’t recognize. Decisions already made. You nod along, hoping no one calls on you, but mentally? You're not in the meeting. You’re still trying to find your footing.

That’s what learning feels like without anchoring.

When we introduce new content without connecting it to something familiar, we leave learners feeling like they showed up late. Lost. Behind. Disoriented.

Anchoring fixes that. It gives the brain context; something solid to stand on. 

Once that link is made? They stop pretending to follow and they start actually learning.

The jargon you actually need to know

What it is: Anchoring means connecting new information to something the learner already understands; an experience, emotion, or prior concept. It gives the brain something to hook the new idea onto.

Anchoring creates belonging, confidence, and momentum. Without it? The learner may be physically present but mentally out to sea.

How to anchor learning on Edovo

1. Start with “Have you ever...” or “Think about a time...”

These low-bar prompts open the memory gates and prime attention.

Try:

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

• “Have you ever made a goal and didn’t reach it? What got in the way?”
  
  

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

That little moment of personal recall becomes the learner’s launchpad.

(Psst: That opening question, “Ever rush into a meeting 10 minutes late and instantly regret it?” wasn’t just a hook. It was an anchor. It tapped into a real-life moment so the learning had somewhere to land. That’s adult learning 101: start with experience, build from there.)

2. Tie new content to everyday experience

It doesn’t have to be deep. It just has to be real.

Try:

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

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

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

Adult learners recognize value faster when they see themselves, their cultures, and their diverse experiences reflected in the lesson. Tailoring examples to include a variety of backgrounds helps build relevance, belonging, and confidence for all learners.

3. Loop back to familiar ideas

Anchoring isn’t just a warm-up—it can (and should) happen throughout the course.

Try:

• “Remember the pause strategy from Lesson 1? Let’s use it in this scenario.”
  
  

• “This budgeting tool builds on the SMART goal plan we used earlier.”
  
  

• “We talked about values before—pick one again here.”
  
  

Every callback gives the brain another thread to weave meaning.

4. Use visuals to reinforce anchors

Even simple images, icons, or repeated symbols become memory cues.

Try:

• A green “pause” symbol whenever self-control is mentioned
  
  

• The same visual for “budget” across modules
  
  

• A timeline reused in every reentry module to signal progress
  
  

When learners recognize something visually, their confidence goes up—and so does their comprehension.

(Psst: We modeled this ourselves with that image below recapping all the anchoring techniques. That wasn’t just decoration: it was strategic, memory-boosting brilliance. Anchoring... about anchoring. We know: meta and genius.)

Common mistakes (and how to fix them)

Oops: Starting with abstract ideas like “What is success?”
Fix: Begin with concrete, lived experiences.
Try: “Think about a time you were proud of yourself—what were you doing?”
Why it matters: Abstract thinking is harder without something specific to hold onto.

Oops: Assuming learners already know the background
Fix: Build in a quick check or recap.
Try: “We’ll start by reviewing SMART goals so we’re all starting with a shared understanding.”
Why it matters: You’re not dumbing it down—you’re anchoring the concept.

Oops: Saving the anchor for the end
Fix: Lead with it.
Try: “Before we talk about communication strategies, think about the last disagreement you had with someone.”
Why it matters: Anchors only help if they happen before the brain starts processing new material.

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

• Learners need context before they can build comprehension
  
  

• Anchoring connects new ideas to familiar ones—emotionally and cognitively
  
  

• Start with memory prompts, personal examples, and recurring references
  
  

• Don’t assume they “already know”—bring them into the room
  
  

• Anchor early, anchor often, and keep the boat close
  

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.