2010 Knowles pk


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  • If the instructor is re-iterating what textbook said, then classroom time is wasted. Students need to do the reading of textbook and instructors notes the day before class.
  • In an active classroom, the students have already read the text and are busy practicing the new information. The instructor guides them by giving examples or modeling how to use the information.
  • When students are reading their textbook, they might find a detail very interesting and overlook the intent of the reading.
  • 2010 Knowles pk

    1. 1. Because they are Elements of Effective Learning Evelyn Everett Knowles, Ph.D.
    2. 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. 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. 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. 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. 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
    7. 7.  Listen to what is said  Process what was said  Write notes  Read a PowerPoint  Read a handout  Integrate new information with existing knowledge
    8. 8.  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
    9. 9. 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.
    10. 10.  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
    11. 11. Learning objectives describe what participants will be able to do as a result of attending an educational session.
    12. 12.  Who – the learner  How – the action verb  What – the content
    13. 13. 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
    14. 14.  Describe the correct method for citing a book reference in APA style  Differentiate between MLA style, Chicago style, and APA style
    15. 15.  You know students learned when you can measure the outcome.
    16. 16.  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.