2010 knowles pk
TRANSCRIPT
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
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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.