Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.

1. Inte c
rje tingC ng : A Model for Student
ha e
Im ro m nt UtilizingtheWays of Knowing Through the
p ve e
Realms of Meaning a aFra e o fo Stud nt Suc e sa
s m w rk r e c s nd
Ac ve e
hie m nt
P s nte b
re e d y
De b W tkins
b ie a
Ed a na Le d rs –Co rt III
uc tio l a e hip ho

2. The Problem
• Higher level learning
skills are not being
successfully mastered
by a significant
number of our high
school and college
age students.
• New approaches are
needed to facilitate
higher levels of
retention and
learning.

3. Evidence of Needed Improvements in
Facilitating New Educational Formats
• Many students are not
able to apply their
knowledge successfully
to high stakes
standardized tests
necessary to graduate
from high school or enter
college without needing
developmental classes to
bring them up to an
acceptable level for
successful student
achievement in the high
school or college
classroom.

4. Purpose of the Study
• The purpose of this study is to utilize a
concept mapping strategy as an
intervention tool in student learning and
test to see if there is a significant
difference in a student’s knowledge and
understanding of academic topics when
utilizing this strategical intervention.

5. Research Questions
• Is there a relationship between utilizing the Ways of
Knowing Through The Realms of Meaning Model and
Student achievement?
• What is the student’s perception on the effectiveness of
the Ways of Knowing Through the Realms of Meaning
Model in their educational learning process?
• How do teachers perceive the effectiveness of the Ways
of Knowing Through the Realms of Meaning Model and
their teaching instruction?
• Does the understanding and application of the six
Realms of Meaning enhance student performance?

6. Literature Review
• “The impossible made possible: A method for
measuring change in conceptual understanding
in undergraduate science studies”
• Sumitra Himangshu, PhD, Macon State College
• A study that examined change in conceptual
knowledge of scientific concepts using concept
mapping.
• Study was extensive, nationwide and funded by
a grant. Contact has been made with her Dissertation Chair and an attempt has been
made to speak with Dr. Himangshu who is out of the country.

7. Literature Review
• “Effects of advance organizers on learning
and retention from a fully Web-based
Class”
Baiyun Chen, PhD –University of Central Florida
The purpose of this study is to investigate how
advanced organizers, both visual and text base
affect a students’ knowledge acquisition and
application in two post-tests.

8. Literature Review
• “Concept map used in reading English as
a foreign language at the university level”
Li Han, PhD, Indiana State University”
“The influence of continuous concept map
construction on the information seeking
process”
Li Han, PhD, Indiana State University”

9. Need for the Study
• Student need to improve study, knowledge
retention, and application skills for the
enhancement of student success and
achievement.
• Research is needed to determine what
interventions can be successful with both
at-risk, main-stream, and advanced level
students.

10. Ausabel’s Assimilation Theory
“The Theory of Meaningful Learning”
One
Two Three
Four Four
Assimilation Theory
Five Six
Seven Eight

11. Key Concepts in
Assimilation Theory
• 1. Subsumption – Existing Concepts are Subsumers of New Concepts
• 2. Derivative Subsumption – New Knowledge Attached to Previous
Knowledge
• 3. Correlative Subsumption – Alter or Extend Concept Knowledgeleading
to higher level cognitive thinking
• 4. Obliterative Subsumption – Degree of Meaningfulness
• 5. Progressive Differentiation – Elaboration of Meaningful Learning
• 6. Integrative Reconciliation – Cognitive Differentiation
• 7. Superordinate Learning – New Concepts are Learned
• 8. Advance Organizers :
• 1. Identify relevant propositional and conceptual knowledge of
learner
• 2. New Knowledge must be properly organized.

12. Gardner’s Multiple Intelligences Theory and the Realms of Meaning
Intelligence Type Capability and Perception Realm
Linguistic Words/Language Symbolics
Logical/Mathematical Logic and Number Symbolics
Musical Music, sound, rhythm Esthetics
Bodily-Kinesthetic Body Movement Control Esthetics
Spatial-Visual Images and Space Esthetics
Interpersonal Other people’s feelings Synnoetics
Intrapersonal Self-Awareness Synnoetics
Naturalist Natural Environment Empirics
Spiritual/Existential Religion and Ultimate Synoptics
Issues
Moral Ethics, humanity, value of Ethics
life

13. The Study
Based on the Ways of Knowing Through the
Realms of Meaning
Re lm
a s Mo e
dl
Of Und rs nd
e ta ing

14. High School
Study

15. High School Random Sampling of
At-Risk, General Education, And
Gifted and Talented Students
Study will begin with in-depth knowledge of
student level of performance and learning
styles and perceptions: transcripts,
student interviews, pre-tests in area being
tested and administration of Gardner’s
Multiple Intelligence Theory test.

16. Assessment Transfer
• Assessment Results Will Be Transferred
to One of Six Realms Model Concept
Maps and Reviewed by Trained Teacher’s
Who Will Evaluate the Level of Learning
Demonstrated.

18. Other Realms to Be
Incorporated Into Model
• Esthetics
• Music, Visual
Arts, Arts of
Movement,
Literature
• Ethics
• Moral Knowledge

19. Intervention
• Intervention will be initiated based on Realms of Knowledge
Curriculum Books
• A Post Test will be given After Intervention to determine if student
learning has been affected by testing interventions applied.
• A Qualitative Survey, based on established Teaching and Learning
Questionnaires will be given to students to assess their perception
of the effectiveness of the intervention.
• Final interviews with students and teachers participating in the study
will be completed to assess the study and its affect on the student’s
learning and academic success in gaining new knowledge and
applying this knowledge to higher levels of critical thinking and
application have been achieved.

21. After the study, these questions should be
able to be answered.
Is there a relationship between utilizing the
Ways of Knowing Through The Realms of
Meaning Model and Student achievement?
What is the student’s perception on the
effectiveness of the Ways of Knowing
Through the Realms of Meaning Model in
their educational learning process?
How do teachers perceive the
effectiveness of the Ways of Knowing
Through the Realms of Meaning Model and
their teaching instruction?
Does the understanding and application of
the six Realms of Meaning enhance
student performance?

22. Transferability
Grades K-12
Special Education Students
ESL Students
Mainstream Students
Gifted and Talented
Community College
Developmental Classes
Traditional College Classes Requiring
Advanced Levels of Cognitive Thinking
and Academic Application