how do our students learn?: a cognitive psychological model for information literacy instruction

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Dani Brecher and Kevin Michael Klipfel's presentation from LOEX 2014 in Grand Rapids, MI. Presented on 5/9/14. Read more on www.rulenumberoneblog.com

TRANSCRIPT

Dani BrecherInstructional Design amp Technology Librarian

The Claremont Colleges Library

Kevin Michael KlipfelInformation Literacy CoordinatorCalifornia State University Chico

HOW DO OUR STUDENTS LEARN

A Cognitive Psychological Model for Information Literacy Instruction

LIBRARIAN AS

EDUCATOR

STUDENT-CENTERED

TEACHING

Understanding our students

from their perspective

how they learn what

motivates them what

interests them Then we

tailor our instruction

accordingly

STUDENT-CENTERED

TEACHING

WHAT ARE WE AIMING

FOR

WHAT IS LEARNING

[T]he primary goal of

education is to

promotehellipa change in

the learners knowledge

ldquo ldquo-Mayer and Wittrock 2006

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

LIBRARIAN AS

EDUCATOR

STUDENT-CENTERED

TEACHING

Understanding our students

from their perspective

how they learn what

motivates them what

interests them Then we

tailor our instruction

accordingly

STUDENT-CENTERED

TEACHING

WHAT ARE WE AIMING

FOR

WHAT IS LEARNING

[T]he primary goal of

education is to

promotehellipa change in

the learners knowledge

ldquo ldquo-Mayer and Wittrock 2006

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

STUDENT-CENTERED

TEACHING

Understanding our students

from their perspective

how they learn what

motivates them what

interests them Then we

tailor our instruction

accordingly

STUDENT-CENTERED

TEACHING

WHAT ARE WE AIMING

FOR

WHAT IS LEARNING

[T]he primary goal of

education is to

promotehellipa change in

the learners knowledge

ldquo ldquo-Mayer and Wittrock 2006

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Understanding our students

from their perspective

how they learn what

motivates them what

interests them Then we

tailor our instruction

accordingly

STUDENT-CENTERED

TEACHING

WHAT ARE WE AIMING

FOR

WHAT IS LEARNING

[T]he primary goal of

education is to

promotehellipa change in

the learners knowledge

ldquo ldquo-Mayer and Wittrock 2006

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

WHAT ARE WE AIMING

FOR

WHAT IS LEARNING

[T]he primary goal of

education is to

promotehellipa change in

the learners knowledge

ldquo ldquo-Mayer and Wittrock 2006

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

WHAT IS LEARNING

[T]he primary goal of

education is to

promotehellipa change in

the learners knowledge

ldquo ldquo-Mayer and Wittrock 2006

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

How will your instructional

decisions optimize the

opportunity for students to

learnhellipskills and content

STUDENT-CENTERED

TEACHING

ldquo ldquo-Doyle

2011

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

MEASURES OF

LEARNING

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

MEASURES OF

LEARNING

RETENTIO

N

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

How can I

teach material

to students so

that it best

facilitates the

retention of

information Irsquom

presenting

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

MEASURES OF

LEARNING

RETENTIO

N

TRANSFE

R

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

How can I

teach material

to students so

that it best

facilitates their

ability to

transfer

information

across

domains

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

STUD

Y OF

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

[Students] are

more alike than

different in terms of

how they think

and learn

ldquo ldquo-Willingham 2009

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

+

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

COGNITIVE SCIENCE

STUDENT-CENTERED

LEARNING

INFORMATION

LITERACY

++

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

5PRINCIPLESfor information literacy

INSTRUCTION

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Principle 1

CREATE A

PROBLEM

CONTEXT

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Students are more likely to

pay attention if they see the

relevance of instruction

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Providing conditional

knowledge helps to promote

transfer

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

ASSIGNME

NT

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

+ASSIGNMENT

STAGE IN RESEARCH PROCESS

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

=PROBLEM TO BE

SOLVED

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Principle 2

LIMIT LEARNING OUTCOMES

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

INFORMATION

hellipA state of affairs where an

individualrsquos efficiency in using

information in their work is

hampered by the amount of

relevant and potentially

useful information available to

them

ldquo ldquo

-Bawden and Robinson

2009

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Minimizing content

maximizes retention

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Principle 3

BUILD A

NARRATIVE

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

The human mind seems

exquisitely tuned to

understand and remember

stories ndash so much so that

psychologists refer to

stories as

ldquopsychologically

privilegedrdquo meaning that

they are treated differently

in memory than other types

of material

ldquoldquo

-Willingham 2009

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Teaching thorough narrative

maximizes retention

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

We tell ourselves stories in order to

liveldquo

ldquo

-Joan

Didion

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Principle 4FOCUS ON ldquoDEEP

STRUCTURErdquo

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Deep structure is the

inherent meaning of

something

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Teaching to deep structure

facilitates transfer

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Principle 5

ACTIVE LEARNING

IS PRACTICE OF

DEEP STRUCTURE

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

As far as anyone

knows the only

way to develop

mental facility is

to repeat the

target process

again and again

and again

ldquo ldquo

-Willingham 2009

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Practice facilitates retention

Deep structure facilitates

transfer

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

ASSIGNMENT PROMPT

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

ASSIGNMENT PROMPT

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

NARRATIVE STRUCTURE

O

R

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

In-N-Out Burger

PBampJ Sandwich

CONTINUUM OF

TASTINESS

Truly

Lousy

Truly

Deliciou

s

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

Peer-Reviewed

Articles

ldquoPopularrdquo Articles

Based in Research

CONTINUUM OF

RELIABILITY

Least

Reliable

Most

Reliable

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

CHALLENGES amp

OPPORTUNITIES

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

CONTACT US

wwwrulenumberoneblogcom

DANI BRECHER

KEVIN MICHAEL KLIPFELdani_brechercucclaremon

tedukklipfelcsuchicoedu

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

QUESTIONS

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

IMAGE CREDITSSlides 1 20 21 27 30 33 37 456httppublicdomainrevieworgcollectionsthe-brain-of-charles-babbage-

1909

Slide 2 httpccdllibrariesclaremonteducdmrefcollectionccpid6817

Slide 3 httpccdllibrariesclaremonteducdmsingleitemcollectionccpid7427rec16

Slide 5 httpccdllibrariesclaremonteducdmrefcollectionccpid5638

Slides 8-9 11 httpcommonswikimediaorgwikiFilePlastic_tape_measurejpg

Slides 10 12 httpcommonswikimediaorgwikiFileTeacher_and_students_in_day_school_classroom_-

_NARA_-_295151jpg

Slides 13-15

httpcommonswikimediaorgwikiFilePSM_V46_D167_Outer_surface_of_the_human_brainjpg

Slide 16 httpcommonswikimediaorgwikiFileMRI_brainjpg

Slides 22-23 httpcommonswikimediaorgwikiFileClassroom_with_students_and_teachers_-_NARA_-

_285702jpg

Slide 29 httpcommonswikimediaorgwikiFileJuddconcrete_1jpg

Slide 31 httpswwwflickrcomphotoschristchurchcitylibraries3187580978

Slide 32 httpenwikipediaorgwikiFileA_Story-

teller_reciting_from_the_22Arabian_Nights22_28191129_-_TIMEAjpg

Slide 33 httpihuffpostcomgen1496393thumbso-JOAN-DIDION-facebookjpg

Slide 35 httpuploadwikimediaorgwikipediacommons88cDavid_-_The_Death_of_Socratesjpg

Slide 36 httpcommonswikimediaorgwikiFileBleecker_Street_-

_Broadway_E28093_Lafayette_Street_transfer_2012-09-25jpg

Slide 38 httpcommonswikimediaorgwikiFileYouth_Leaders_at_Impington_College-

_Education_and_Training_in_Cambridgeshire_England_UK_April_1944_D19464jpg

Slide 39 httpcommonswikimediaorgwikiFileBasketball_Practice_1925jpg

Slide 45

httpcommonswikimediaorgwikiFile22WE27RE_READY_FOR_THE_CHALLENGE_TOMORROW

_LETS_DO_THE_JOB_TOGETHER22_-_NARA_-_516115jpg

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

BIBLIOGRAPHY

Bawden D amp Robinson L (2009) The dark side of information Overload anxiety

and other paradoxes and pathologies Journal of Information Science 35(2) 180-

191

Doyle T (2011) Learner-Centered Teaching Putting the Research on Learning

into Practice Sterling VA Stylus Pub

Mayer RE amp Wittrock MC (2006) Problem Solving The Handbook of

Educational Psychology (pp 289-303) New York Routledge

Willingham D T (2009) Why Donrsquot Students Like School A Cognitive Scientist

Answers Questions About How the Mind Works and What it Means for the

Classroom San Francisco Jossey-Bass

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