1. Because they are Elements of Effective Learning
Evelyn Everett Knowles, Ph.D.

2. 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

3. 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

4.  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

5. 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.

6.  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

8.  Listen to what is said
 Process what was said
 Write notes
 Read a PowerPoint
 Read a handout
 Integrate new information with
existing knowledge

10.  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

12. 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.

13.  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

14. Learning objectives
describe what
participants will be
able to do
as a result of
attending an
educational session.

15.  Who – the learner
 How – the action verb
 What – the content

16. 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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17.  Describe the correct method for citing a book
reference in APA style
 Differentiate between MLA style, Chicago
style, and APA style

19.  You know students learned when
you can measure the outcome.

20.  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.