How Do Our Students Learn?: A Cognitive Psychological Model for Information Literacy Instruction
49
Dani Brecher Instructional Design & Technology Librarian The Claremont Colleges Library Kevin Michael Klipfel Information Literacy Coordinator California State University, Chico 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 of How Do Our Students Learn?: A Cognitive Psychological Model for Information Literacy Instruction
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
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_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
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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
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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
