Goals & Objectives
To become knowledgeable in the theory of conceptual blending, its connection to working memory, to the development of understanding, and to the transfer of learning.
To understand the processes of experience, comprehension, elaboration, application, and intention; how each process contributes to learning; and understand the role of pattern recognition in the transfer of learning.
To differentiate between comprehension and elaboration and develop instructional activities that engage each process.
To understand the interrelationship of the five learning processes in producing true learning and mastery.
To identify instructional subject matter type, identify the processes involved in learning such material, and develop instruction on a “Blueprint” that emphasizes those processes
To recognize the direct connections between instruction and the form and content of assessment as indicated by the critical intersections on an Architecture of Learning Blueprint.
To understand the necessity of instructive feedback in promoting optimal learning and to recognize the role well-constructed assessment instruments play in such formative assessment.
To develop assessments that match the form and content of instruction, including the development of rubrics for use in grading.
Learn to increase student understanding in learning by increasing the amount and quality of student thinking.