Because they are Elements of Effective Learning

Evelyn Everett Knowles, Ph.D.

Information processing point of view

Organize and maximize sensory input

Activate previous knowledge – link

Present in chunks 5-9 items at a time

Require cognitive processing

Allow students to select activities based on different learning styles.

Motivate students –intrinsic or extrinsic

Active processing using meaningful activity

Access direct information sources-not spoonfed

Learn from other’s point of view

Encourage reflection on learning

Meaningful activities – personalize the learning

Promote interaction between learner and the content

Learning takes place in the frontal lobe of the brain

Learning requires students to process the new information in their working memory

Sleep is necessary to consolidate new knowledge into learning.

John J. Cohen M.D.

Keynote speaker at COLTT 2010

What does learning theory and brain science tell us is necessary for effective learning?

Students need to “process” new knowledge in order to convert it to long term memory.

Linking the new knowledge to existing knowledge.

Recognizing recently acquired knowledge in a new context (creates a link).

How?

By practicing

During discussion or writing

Listen to what is said

Process what was said

Write notes

Read a PowerPoint

Read a handout

Integrate new information with existing knowledge

Clarify the facts

Model appreciation for the subject

Thinking process for decision making

Examine ethical dilemmas

Illustrate the concepts through stories

Socratic dialogue – question & solution

Give examples to tie new information to existing knowledge

Learning Objectives focus learning:

Make sure students know what they are

supposed to learn before reading.

Tell students what they should learn from

the reading or exercise.

Focus and consistency in design of instruction

Guidelines for choosing course content and instructional methods

A basis for evaluating what participants have learned

Directions for learners to help organize their own learning

Caffarella, R. (2002). Planning Program for adult learners. Jossey-Bass

Learning objectives describe what

participants will be able to do

as a result of attending an educational session.

Who – the learner

How – the action verb

What – the content

Lower level

Knowledge – recall - match

Comprehension (understand)- explain-describe

Application – apply - utilize

Higher level - Critical thinking

Analysis – compare - differentiate

Synthesis –propose – elaborate - design

Evaluation – assess – disprove -judge

http://www.nwlink.com/~donclark/hrd/bloom.htm

l

Describe the correct method for citing a book reference in APA style

Differentiate between MLA style, Chicago style, and APA style

You know students learned when you can measure the outcome.

Establishes the criteria you are looking for in an exemplary paper or project.

Keeps the grading consistent.

Lets the students know what is expected of them.