University of Southern California Dissertations and Theses

Mind, motivation, and meaningful learning: A cognitive science approach to learning how to learn

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Mind, motivation, and meaningful learning: A cognitive science approach to learning how to learn

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Content Running head: A COGNITIVE SCIENCE APPROACH TO LEARNING HOW TO LEARN 1

MIND, MOTIVATION AND MEANINGFUL LEARNING: A COGNITIVE SCIENCE
APPROACH TO LEARNING HOW TO LEARN

by

Melissa Lynn Miller

A Dissertation Presented to the

FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Melissa Lynn Miller
LEARNING HOW TO LEARN 2

Dedications

Blaise Pascal, was a seventeenth century French mathematician, physicist, inventor,
writer, theologian, and philosopher, a true polymath. Pascal stated, “Le cœur a ses raisons que la
raison ne connaît point.” Translated in English means, "The heart has its reasons, of which
reason knows nothing." This quote inspires me to follow my heart in all things.

This work is dedicated to Anthony without whom I could not have persevered. You have
always believed in me even when my courage to believe in myself waned. Your unyielding
encouragement, belief, support and most importantly love have been the forces that changed the
trajectory of my life. You see me and I trust you. You have traveled on this road right by my
side, never hesitating, and baring witness to it all. You are the best person I have ever known and
I thank you with all that I am.

To my great friends who found me along the path on this journey, Dr. Ginger Li, Dr. Irice
Castro, Dr. Umeka Franklin, and Dr. Wendolyn Nolasco. Many times we reached out to each
other for a helping hand of strength, friendship, and honesty. I have a heart full of gratitude for
each of you, thank you for being true, lifelong friends.

To my Trojan Family: Dr. Ross Scimeca, your mentorship and friendship have shaped
my professional career and reminded to always follow my heart. Ruth Wallach, Dr. Danielle
Mihram, Dr. Shahla Bahavar, and Dr. Zofia Lesinska your mentorship, friendship, and kindness
inspire me to keep striving for excellence, have the gumption to be a lifelong learner, and most
importantly to have the courage to create balance.
LEARNING HOW TO LEARN 3

Acknowledgements

This dissertation would not have been possible without a few key individuals who served
as guides and mentors throughout my academic journey. To Dr. Kenneth Yates thank you for all
that you have done throughout this journey as both my professor and chair. You taught me many
things about rising to the challenge and persevering. The research and work you and Dr. Richard
E. Clark have done was an important and valuable influence for my dissertation and curriculum
design every step of the way. To my committee members, Dr. Kimberly Hirabayashi and Dr.
Rebecca Lundeen, your knowledge and skills were truly appreciated with the invaluable
feedback you gave me and is evidenced throughout my dissertation, thank you.
LEARNING HOW TO LEARN 4

Table of Contents
Dedications 2
Acknowledgements 3
Table of Contents 4
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Introduction 9
Statement of the Problem 9
Environmental Problem of Practice 9
Evidence for the Problem of Practice 12
Instructional Needs Assessment 14
Curriculum Description and Purpose 17
Curriculum Goal, Outcomes and Capstone Assessment 17
Definition of Terms 17
Potential Designer Biases 19
Organization of the Design Blueprint 20
Chapter Two: Review of the Literature 21
The Curriculum 21
General Theoretical Approaches 21
Content 35
Prior Attempts 42
Approaches to the Curriculum Design 45
Theoretical Foundations to the Curriculum Design 45
Chapter Three: The Learners and Learning Context 51
Learner Profile 51
Prior Knowledge 55
Description of the Learning Environment 56
Chapter Four: The Curriculum 57
Overall Curriculum Goals, Outcomes, and Summative Assessment 57
Cognitive Task Analysis (Information Processing Analysis) 60
Major Steps 61
General Instructional Methods Approach 62
Description of Specific Learning Activities 65
Overview of the Units 65
Delivery Media Selection 82
Key Considerations in Choosing Media 82
General Instructional Platform Selection 83
Specific Media Choices 84
Chapter Five: Implementation and Evaluation Plan 86
Implementation of the Course 86
Implementation of the Evaluation Plan 87
Curriculum Purpose, Need and Expectations 87
Evaluation Framework 88
Level 4: Results and Leading Indicators 89
LEARNING HOW TO LEARN 5

Level 3: Behavior 90
Level 2: Learning 94
Level 1: Reaction 96
Evaluation Tools 97
Conclusion to the Curriculum 98
References 100
Appendices 113
Appendix A: Unit Lesson Plans and Materials 113
Appendix B: Cognitive Task Analysis (Subject Matter Experts) 420
Appendix C: Evaluation Instrument (Immediate) 424
Appendix D: Evaluation Instrument (Delayed) 425
LEARNING HOW TO LEARN 6

List of Tables

Table 1: Guided Experiential Learning 64

Table 2: Scope and Sequence 81

Table 3: Summary of Media Selection Considerations 83

Table 4: Specific Media Choices 85

Table 5: Indicators, Metrics, and Methods for External and Internal Outcomes 89

Table 6: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 91

Table 7: Required Drivers to Support Critical Behaviors 92

Table 8: Evaluation of the Components of Learning for the Program 95

Table 9: Components to Measure Reactions to the Program 97
LEARNING HOW TO LEARN 7

List of Figures
Figure 1: Andragogy in Practice 23
Figure 2: Triadic Reciprocity 25
Figure 3: Phases and Processes of Self-Regulation 30
Figure 4: Outline of the Necessary Steps for Effective Goal Setting 32
Figure 5: Knowledge Types and Activities 41
Figure 6: Features of Goals, Objectives and Outcomes 57
Figure 7: First Principles of Instruction 63
Figure 8: A Schematic Training Blueprint for Complex Learning and the
Main Features of Each of the 4C/ID Components 84
LEARNING HOW TO LEARN 8

Abstract

Over the past decade the number of adult learners enrolling in educational courses has
substantially increased. National Center for Education Statistics (NCES) data indicate the
number of adult learners’ in the 25-34 age group are the fastest-growing population at our
nation’s colleges and universities and are projected to grow another 23 percent by 2023 (NCES
2016). Many adult learners have been away from an academic environment for many years. As a
result, maladaptive strategies to learning experiences may have developed. These learners
emerge in this unfamiliar landscape with significant misconceptions, fragmented knowledge, and
inadequate problem solving and critical thinking skills. What is needed is the development of
lifelong learning skills, in other words learning how to learn. Delivered via an online platform,
this asynchronous seven-unit course is designed for adult learners who seek to become lifelong
self-regulated, self-sufficient, independent learners in any learning context. Theories focusing on
andragogy, social cognitive theory and motivational systems theory, inform this curriculum.
Learners will have the ability to identify, evaluate, and apply appropriate cognitive, learning and
motivation strategies based on course content and a deeper understanding of the metacognitive
component of meaningful learning. The summative assessment is a portfolio of artifacts,
including self-reflections, strategic learning plans and course analysis. This course will support
adult learners in performing their jobs more effectively and contributing to their organization in
meaningful ways as well as provide the knowledge and skills to achieve their goals successfully.
LEARNING HOW TO LEARN 9

CHAPTER ONE: INTRODUCTION

Statement of the Problem
Environmental Problem of Practice
Adults are attending college in record numbers every year. The National Center for
Educational Statistics (NCES; 2016) reported increases in the traditional and nontraditional
college-age population. Between 2000 and 2014, the traditional 18 to 24-year-old population
increased from just over 27 million to nearly 32 million. The percentage of 18 to 24-year-olds
enrolled in college also was at 40 percent in 2014 compared to 35.5 percent in 2000. In 2014,
there were approximately 12.0 million college students under age 25 and 8.2 million students 25
years old and older.
With college enrollment on the rise for students of all ages, the highest growth rate is
within the 25 to 34-year-old range. The number of non-traditional students in the 25-34 age
group has grown 52 percent from 1998 to 2012 and is projected to grow another 23 percent by
2023. Additionally, students who are 35 years old and over increased 24 percent between 1998
and 2012 and are projected to increase 17 percent between 2012 and 2023 (NCES, 2016).
In 2011, the Organization for Economic Co-operation and Development (OECD) found
those in the 24 to 54-age range in the United States ranked thirty-fourth among all for individuals
with a postsecondary degree. In order for the United States to increase in rank, adult students,
who are projected to increase by 1.9 million in postsecondary enrollment by 2021, must obtain a
degree. Adult learners who experience academic success in higher education tend to gain
economic and personal benefits, which may contribute to social, political, and economic benefits
for the broader society (Ritt, 2008).
LEARNING HOW TO LEARN 10

These students once classified as “non-traditional”, many with families and careers, are
emerging as the new face of today’s typical college student. They are often balancing multiple
roles in life such as caretakers, parents, spouses and full-time employees, all with varying
influences impacting their pursuit for degree attainment. Adult learners experience academic
acculturation stress and challenges, which impact their academic success.
Many adult learners have been away from an academic environment for many years. As a
result, maladaptive strategies to learning experiences may have developed. These learners
emerge in this unfamiliar landscape with significant misconceptions, fragmented knowledge, and
inadequate problem solving and critical thinking skills. What is needed is the development of
lifelong learning skills, in other words learning how to learn. Adult learning theories provide
insight into how adults learn and can be one of the tools that help educators be more effective in
their instructional design and more responsive to the needs of the learners. When adult learners
are provided with a positive learning experience based on the framework involving the six
assumptions of andragogy, they are more likely to retain what they have learned and then apply
it in various domains successfully.
Learning to Learn

Clark and Yates (2009) created a design of an instructional module for the United States
Army Training and Doctrine Command (TRADOC) training designers, developers, and
instructors on how to incorporate the training of key Learning to Learn (L2L) strategies in their
training designs and lessons. Their design document was intended to give instructions to
developers who will produce the materials and media for a formative evaluation of the course,
and its final production after a revision cycle, their document also specified development
activities. In that context a “design” was defined as a “blueprint” or a plan that can be tested and
LEARNING HOW TO LEARN 11

revised so that it can serve as an adequate guide for the finished development and media
production of course materials and media to support a TRADOC training effort. Clark and Yates
(2009) had a goal for their document to provide guidance to TRADOC designers, developers,
and instructors who will be producing and/or implementing training for TRADOC programs.
Their learning goal was TRADOC designers, developers, and instructors would be encouraged to
learn how to incorporate the training of key L2L strategies in their training designs and
classroom activities for maximum learning effectiveness and efficiency.
Clark and Yates (2009) explained their reasons for incorporating L2L strategies in
training designs to enhance the study skills of Army soldiers, and by extension, to all adult
learners. Students entering college or returning to college encounter a novel and challenging
learning environment. When faced with learning and motivation difficulties, most students will
often rely on unreliable study and self-regulation strategies they developed in their K-12
education. As a result, many students depend on their instructors and have not developed
effective self-management study skills and self-motivating strategies. Meeting this challenge
required the design of training that incorporates instructional methods that guide and support
students’ cognitive processes and, moreover, shift the responsibility for managing learning and
motivation to the students by providing effective study skills and motivational training for those
who need it. Students need to know how to study and how to be efficient and effective learners.
The approach Clark and Yates (2009) described in their L2L document has been used to
successfully support learners in a variety of courses. It was developed based on interviews and
advice from adult learners and also based on research and evaluation studies. It was important
that instructors train all of the strategies suggested and avoid picking only a few since they work
best when used together.
LEARNING HOW TO LEARN 12

This curriculum design blueprint will expand upon the L2L program Clark and Yates
(2009) created. Cognitive strategies such as self-assessment and motivation skills will be
incorporated and a summative assessment along with metacognitive strategies and skills will be
embedded in the expansion. This curriculum will be scalable to a variety of learning domains
including higher education and workplace settings. This curriculum will incorporate guidance to
address the motivation component of andragogy, promoting relevance, value, and management
of motivation.
Evidence for the Problem of Practice

Learners need to develop a clear vision of their goals to guide them in connecting the
value in their daily activities to their long term personal and professional goals and to support
them in building their problem-solving skills, including time management, self-advocacy, and
self-regulation particularly when adjusting to the expected level of studying in a variety of
learning domains.
Research studies have shown high achieving learners use motivational, self-regulatory
skills including goal setting, controlling the physical environment when learning, strategic
planning, and monitoring performance more frequently than low achieving learners (Zimmerman
& Martinez-Pons, 1986, 1988; Newman & Schwager, 1992; Zimmerman, 2011; Dembo & Seli,
2016).

Durik and Harackiewicz (2007) found that the personal utility or value individual learners
placed on a task impacted their interest in learning as well as the form of external support. These
findings highlight the point that the environment, values, beliefs, culture, prior knowledge,
community, and emotional foundations of meaning making for learners’ contribute to the
LEARNING HOW TO LEARN 13

learning process. In other words, we are motivated to learn about the things we care about
(Immordino-Yang, 2016).
Educational research indicates that learners who have agency in their own meaningful
learning are more likely to achieve their goals than learners who do not (Mayer, 2011;
Zimmerman & Schunk, 2008). Parker et al., (2017) reported in a new Pew Research Center
survey, conducted in association with the Markle Foundation, they found the majority of United
States workers say that new skills and training may hold the key to their future job success. This
report addresses the need for individuals to continuously improve their knowledge and skills to
adapt to changing employment demands. The majority of adults who participated in this study
stated in order to keep up with changes in the workplace it is imperative they take charge of their
own learning. In January 2016, the Bureau of Labor Statistics reported the average employee
tenure was 4.2 years which is a decrease from 4.6 years in January 2014. With many adults
changing careers multiple times during their lifespan and employment in occupations requiring
more education and training is on the rise, individuals are realizing that retraining and upgrading
their skills needs to be a lifetime commitment.
Many large companies are addressing the need to focus on upskilling and retraining
current employees to fill the growing skills gap. AT&T is one example of a large company
investing over one billion dollars to transform their workforce with the creation of the Workforce
2020 Initiative. Pressman (2017) stated the the AT&T Workforce 2020 Initiative which was
developed in conjunction with Udacity, provides a suite of new programs, new facilities, and a
concerted push toward worker reeducation. Thomas and Brown (2011) argue change is
happening quicker than ever before and the half-life of a learned skill is only five years. The
benefits of designing this curriculum, regardless of age or year entering the university or
LEARNING HOW TO LEARN 14

professional training environment, include improved self-efficacy in motivational self-regulatory
skills, time management and study skills, therefore increasing persistence and through
completion, in other words, learner success.
Instructional Needs Assessment

An innovation-based model is used to determine the instructional need for this
curriculum. It seeks to determine the need for new learning goals to meet changes in the learning
environment (Smith & Ragan, 2005). Therefore, Smith and Ragan’s three questions of the
innovation model were addressed to determine the changes and goals of the learning
environment.
Determine the nature of the innovation or change

Has there been a change in the composition of the learner population? Because
student demographics continue to change in the educational arena across a variety of domains,
there continues to be a need for new approaches to instruction and learning affecting all
stakeholders.
The main driver for selecting the innovation model was the change in the composition of
the learner population over the last two decades and the projected increase over the next five to
ten years. College enrollment within the 25 to 34-year-old range has grown 52 percent from 1998
to 2012 and is projected to grow another 23 percent by 2023, and learners who are 35 years old
and over increased 24 percent between 1998 and 2012 and are projected to increase 17 percent
between 2012 and 2023 (NCES, 2016). This increase in adult learners signifies a shift in the
educational/training philosophy of not only institutes of higher education but employers and their
approach to professional development training as well. The shift is aimed at how to teach or train
adults and how adults achieve meaningful learning resulting in improved performance in any
LEARNING HOW TO LEARN 15

learning context. Several examples are; going back to school to pursue a degree, professional
development for the corporate sector or training programs for the military, just to list a few.
Therefore, changes in development and delivery of relevant andragogy would better assist in
preparing adult learners to thrive in any learning context.
Determine the learning goals that accompany this innovation

Does this significantly change what learners must understand, know or do?

Neelen and Kirschner (2018) wrote about this shift in learning for adult learners and the
impact it will have on training for employees in the workplace. They asserted that all employees
will need to become effective learners who have the capacity to self-direct and self-regulate their
own learning. The employees who are high performing and high capacity learners are situated in
the periphery rather than within the majority. To succeed at their current jobs and strive for new
positions employees must take on the responsibility of learning how to effectively and efficiently
learn (Neelen & Kirschner, 2018). To be a skillful self-directed learner (SDL) you need to be
able to determine your own learning needs, develop your own learning goals, identify your
learning resources, and evaluate and apply appropriate learning strategies (Neelen & Kirschner,
2018; Brand-Gruwel, Kester, Kicken, & Kirschner, 2014). Self-regulated learners (SRL) are able
to take a granular approach to specific learning tasks and execute and manage the steps in the
learning process before, during and after the task for more effective and meaningful learning
(Neelen & Kirschner, 2018).
Neelen and Kirschner (2017) assert that because the landscape of business and workplace
practices are in a constant state of evolution in order to be productive and competitive,
employees must also “constantly learn, improve, and adapt to economic, societal and
technological changes in order to not become obsolete.” Therefore, organizations need to provide
LEARNING HOW TO LEARN 16

a supportive environment that fosters self-directed learning for their employees. Rana,
Ardichvili, and Poesello (2016) explore five practices aimed at supporting SDL in a learning
organization: Building and communicating a shared vision to employees at all levels; Fostering
collaboration, interaction, and teamwork; Empowering employees through participatory work
processes; Encouraging and providing opportunities for continuous learning; and use relevant
technologies. As companies seek to reinvent themselves to meet the rapidly shifting
technological demands, they need a transformative workforce who embrace the corporate-lattice
approach (Benko & Anderson, 2010). Essential to lattice thinking is the principle that individuals
actively own their development. A lattice approach supports lateral, diagonal, and both
ascending and descending career moves and supports a variety of job training through courses,
credentials and certifications. Although lattices vary from company to company, they create a
range of options for growth and development and foster a more inclusive workplace that makes
learning opportunities available and relevant. This is especially critical considering adult learners
have been away from a learning environment for many years resulting in significant
misconceptions, fragmented knowledge, and inadequate problem-solving and critical thinking
skills.
Determine whether these goals are appropriate and high priority in the learning system
Do these goals conflict with existing goals? The goals of andragogy as outlined by
Knowles (1992) are to develop individual, institutional and societal growth. These goals do not
seemingly conflict with those offering educational advancement for adult learners. However,
educational stakeholders may question the need to or value in critiquing or changing systems.
LEARNING HOW TO LEARN 17

Curriculum Description and Purpose

The purpose of the curriculum is to provide adult learners with the guidance they need to
be able to reflect on and develop a strategic plan for their own learning in any learning context.
After completing this ten unit course they will have the ability to identify, evaluate, and apply
appropriate cognitive, learning and motivation strategies based on course content and a deeper
understanding of the metacognitive component of meaningful learning. Delivered through a
stand-alone online platform, this asynchronous course is designed for adult learners who seek to
become lifelong self-regulated, self-sufficient, independent learners in any learning context.
Curriculum Goal, Outcomes and Capstone Assessment

Adult learners who complete this course will be able to reflect on and develop a strategic
plan for their own learning in any learning context and have the ability to identify, evaluate, and
apply appropriate cognitive, learning and motivation strategies based on course content as well
as a deeper understanding of the metacognitive component of meaningful learning. The capstone
assessment for this course is a portfolio of reflection and learning artifacts that represent the
outcomes.
Definition of Terms

Many terms are relevant to and referenced in this curriculum dissertation. For the purpose
of clarity, they are defined in the brief sections that follow.
Andragogy. Andragogy is the art and science of helping and teaching adults learn
(Knowles, 1990).
Automated knowledge. Automated knowledge is about “how” to do something - with
repetition it operates outside of conscious awareness, and executes much faster than conscious
processes (Clark, Feldon, van Merriënboer, Yates, & Early, 2007).
LEARNING HOW TO LEARN 18

Cognitive task analysis. Cognitive task analysis involves interview and observation
protocols for extracting implicit and explicit knowledge from experts for use in instruction and
expert systems (Clark, Feldon, van Merriënboer, Yates, & Early, 2007).
Complex tasks. Complex tasks are tasks where performance requires the integrated use
of both controlled and automated knowledge to perform tasks that often extend over many hours
or days (Clark, Feldon, van Merriënboer, Yates, & Early, 2007).
Declarative knowledge. Declarative knowledge is knowledge about “what” or”why” -
hierarchically structured formatted as propositional, episodic, or visuospatial information that is
accessible in long-term memory and consciously observable in working memory (Clark, Feldon,
van Merriënboer, Yates, & Early, 2007).
Human/personal agency. Human/personal agency is the ability to organize, regulate,
and enact behaviors that they believe will produce desirable consequences (Bandura, 2001).
Metacognition. Metacognition is any knowledge or cognitive activity that takes as its
object, or regulates, any aspect of any cognitive enterprise, its core meaning is cognition about
cognition, in other words, thinking about thinking or reflection (Brown, 1978; Flavell, 1985).
Mayer (2011) stated that metacognition refers to the awareness (knowing how one learns) and
control (knowing how to monitor one’s learning and when to use appropriate learning strategies)
of one’s cognitive processing.
Non-traditional learners. Non-traditional learners are in the 24 to 54 age range in the
United States (OECD, 2011).
Self-efficacy. Self-efficacy is one’s belief in their ability to achieve a given task

(Bandura, 1982).
LEARNING HOW TO LEARN 19

Social capital. Social capital, like human capital or financial capital, is productive: It
enables us to create value, get things done, achieve our goals, fulfill our missions in life, and
make our contributions to the world (Baker, 2000).
Social cognitive theory. Social cognitive theory states that learning occurs in a social
context with a dynamic and reciprocal interaction of the person, environment, and behavior
(Bandura, 1982).
Subject matter expert. A subject matter expert is a person who has extensive experience
that permits them to succeed rapidly and consistently at a class of tasks (Clark, Feldon, van
Merriënboer, Yates, & Early, 2007).
Traditional learners. Traditional learners are in the 18 to 23 age range in the United

States.

Potential Designer Biases

The author is currently employed at a private, tier one research institution as the head of
one of the academic library units and as a faculty humanities librarian. In her current role, she
has the opportunity to conduct strategic research instruction sessions for undergraduates as well
as graduate students, many of whom are young adult or adult learners. Her interests in how
people learn and what motivates them, particularly adult learners, stemmed from her own
experiences as an adult learner. Her research interests are grounded in a cognitive science
approach to learning and motivation theory and principles to promote learning, self-regulation,
and effective instructional design. One of her goals is to connect research with practice and teach
learners, in any learning context, to be able to apply learning and motivational strategies that
result in more effective and efficient performance results demonstrated by increased knowledge
transfer and meaningful learning. In addition, the author was born in the United States of
LEARNING HOW TO LEARN 20

America to working class parents who held in high regard the value of working hard and
persistence. She was raised in the San Gabriel Valley near Los Angeles where she has committed
her career to providing access to knowledge and skills that promote lifelong learning. As a first-
generation college graduate, the author has a deep understanding of persistence and grit and is a
strong advocate for teaching individuals to develop their own agency for academic and personal
success. The curriculum design reflects her own experiences as an adult learner and is meant to
convey her knowledge and skills to the benefit and success of other adult learners.
Organization of the Design Blueprint

The curriculum design blueprint consists of five sections. Chapter One discusses the
problem of practice, needs assessment, definition of terms, and designer biases. Chapter Two
examines relevant literature that guides and supports the curriculum framework, content, and
design. It also establishes the theoretical approaches that will be applied to the curriculum.
Chapter Three is the description of the intended learners of this course, learning context,
facilitator characteristics, and prerequisites for the course. Chapter Four addresses the goals,
outcomes, and assessments incorporated into the curriculum. Chapter Five consists of both a
facilitator’s guide and explanation of the implementation and evaluation of the curriculum using
the new Kirkpatrick & Kirkpatrick (2016) model. Lastly, Chapter Five will include a conclusion.
LEARNING HOW TO LEARN 21

CHAPTER TWO: REVIEW OF THE LITERATURE

The Curriculum

The literature review is in two parts. First, the theoretical approaches that inform the
curriculum, and second, the overall instructional design approach used to develop the
curriculum.
General Theoretical Approaches

Theories focusing on andragogy, social cognitive theory and motivational systems theory,
inform this curriculum. Andragogy refers to a theory of adult learning and according to Malcolm
Knowles (1990) it is the art and science of helping and teaching adults to learn. Next, Albert
Bandura’s (1986) social cognitive theory (SCT), which emphasizes that learning occurs in a
social context and entails several constructs, including goal setting, learning vicariously, and
increasing self-efficacy, or the belief about one’s ability to complete a certain task (Denler,
Wolters & Benzon, 2014). Lastly, Martin Ford's (1992) motivational systems theory (MST)
which focuses on motivation through the understanding of emotions, goals and the development
of personal agency. Having personal agency and increased self-efficacy will alter the learner’s
motivational strategies therefore empowering the learners to take charge of their own lives (Ryan
& Deci, 2000; Di Domenico & Ryan, 2017; Adams, Little & Ryan, 2017). This resilience leads
to an intrinsically motivated, goal oriented, and reflective mastery approach to learning
(Seligman, 2011). Without a carefully designed curriculum that is mindful of adult learners’
varied experience, agency, emotions, and fosters a more inclusive learning experience, adults
may become overwhelmed and lost and find it difficult to achieve their learning goals.
LEARNING HOW TO LEARN 22

Andragogy: Adult Learning Theory

Andragogy has provided a fundamental framework for adult learning and education
(Holton et al., 2009; Knowles, 1990; Knowles, Holton, & Swanson, 1998; Pratt, 1998). The term
pedagogy is often used to describe the practice of teaching. The literal meaning of the Greek
word pedagogy means the teaching of children and andragogy refers specifically to the teaching
of adults. Scholars have described and defined andragogy in many ways (Beder & Carrea, 1988;
Feuer & Gerber, 1988; Merriam & Brockett, 1997; Rachal, 2002). For instance, andragogy is
viewed as a guiding principle on how best to educate adults (Beder & Carrea, 1988) and a way of
thinking about working with adult learners (Merriam & Brockett, 1997, p. 135).
Knowles (1984, 1989) defined six basic principles and eight design elements of
andragogy. To successfully teach adult learners, the six core principles shift the focus of learning
from being teacher-centered to learner-centered. These principles include: the learner’s need to
know, self-directed learning (SDL), prior experience, readiness to learn, orientation to learning
and problem-solving, and motivation to learn (Knowles, 1989; 2015). The eight design elements
of andragogy encompass a wide range of activities which occur before, during, and after the
learning experience, including: preparing the learners, climate setting, mutual planning,
diagnosis of learning needs, formulation of learning objectives, learning plan design, learning
plan execution, and evaluation (Knowles, 1984). When andragogical principles and design
elements are adequately considered, andragogy is able to address learning needs of adults and
enhance the practice of adult education by using appropriate instructional methods (Brookfield,
1986).
Figure 1 displays andragogy in practice using the six core adult learning principles within
the context of individual and situational differences, and the goals and purposes of learning
LEARNING HOW TO LEARN 23

(Knowles, Holten & Swanson, 1998, 2015). These core principles are essential for the practical
application of the learning process for adults. The two outer rings include individual learner and
context differences, and goals and purposes for learning (Knowles, Holten & Swanson, 1998,
2015).

Figure 1. Andragogy in practice by Knowles, Holten & Swanson (1998, 2015).

Social Cognitive Theory and Self-efficacy

Bandura (1993) asserts that self-efficacy, a belief in one’s ability to achieve a goal,
affects the tasks chosen, and how much effort and persistence an individual will apply to the task
or goal. The central concepts of self-efficacy are rooted in Bandura’s social cognitive theory.
Research indicates a strong relationship between self-efficacy and academic performance, when
learners believe they are able to achieve the goal of completing an academic task, they are more
likely to persist through any challenges to successfully reach that goal (Bandura, 1986, 1997;
LEARNING HOW TO LEARN 24

Stankov, Morony & Lee, 2014). Learners with a goal and a sense of self-efficacy engage in
activity they believe will lead to goal attainment.
Principles of Social Cognitive Theory. Bandura (1986) asserted several principles may
be used as guides to behavior in social cognitive theory. Those principles are as follows:
modeling to-be-learned strategies or behaviors improves learning, vicarious reinforcement and
punishment can increase or decrease behaviors and learning, effective observational learning is
achieved by first organizing and rehearsing modeled behaviors, then enacting it overtly, modeled
behavior is more likely to be adopted if the model is credible, is similar (e.g. gender, culturally
appropriate), and the behavior has functional value, self-regulatory strategies, including goal
setting, enhances learning, high self-efficacy can positively influence motivation, and feedback
that is private, specific, and timely enhances performance.
Bandura (1993) developed a behavioral and personality model used in social cognitive
theory called triadic reciprocality. Three core components make up individual personality:
person, behavior, and environment. This model facilitates the explanation regarding differences
in individuals who are raised in the same environment. Bandura (2010) explains that an
individual’s beliefs about their efficacy are derived from four sources of information: mastery
experiences, social modeling, social persuasion, and mood or emotions.
Figure 2 illustrates Albert Bandura’s triadic reciprocity. Human action is a result of the

interaction between three factors: Person, Environment and Behavior.
LEARNING HOW TO LEARN 25

Figure 2. Albert Bandura’s Triadic Reciprocity.

Appropriately designed instruction scaffolds the learners’ experience through activities
meant to increase self-efficacy through successfully achieving their learning goals and capacity
for meaningful reflection. Feelings of success lead to learners’ achievement, which leads to
mastery (Goddard, 2001). While striving to complete a challenging task or difficult goal,
individuals with high self-efficacy may face failures or setbacks, but they will not give up.
Where people with low self-efficacy may decide the task is impossible, people with high self-
efficacy strive to develop a higher amount of knowledge and increase their effort in order to
overcome their failures and setbacks (Pajares & Schunk, 2001). When faced with a difficult task,
people who have high self-efficacy will face the challenge as something to be learned and
mastered. Their interest and motivation in mastering the task will drive them to succeed in their
difficult, yet approachable goal (Pajares & Schunk, 2001). Self-efficacy predicts persistence and
effort and performance and motivation are in part determined by how effective people believe
they can be (Bandura, 1982; 2010). To help facilitate the motivational process, including
LEARNING HOW TO LEARN 26

persistence and effort, goal setting is an essential (Bandura, 1993). Self-efficacy central concepts
are important for educators to consider because they influence decision-making, motivation,
persistence and performance for learners.
Redmond (2010) posits social cognitive theory is composed of four processes of goal
realization: self-observation, self-evaluation, self-reaction and self-efficacy. These components
are interrelated, each having an effect on motivation and goal attainment (Redmond, 2010). Self-
observation is the cognitive process of a person observing and monitoring themselves as they
work towards their goal (Zimmerman, 2001), self-evaluation is the process of a person
cognitively comparing their performance to the desired performance needed to achieve their goal
(Bandura, 1991), self-reaction is the cognitive process a person goes through in which they
modify their behavior based on their evaluation of their progress towards their goal (Bandura,
1991), and self-efficacy is an individual’s beliefs in his or her capacity to execute behaviors
necessary to produce specific performance attainments (Bandura, 1997).
Self-efficacy and Personal Agency

Motivational Systems Theory. Motivational Systems Theory (MST) is derived from the
Living Systems Framework (LSF) which states human functioning and development address all
aspects of humans as living systems and is also a conceptual framework composed of major
elements from 32 motivational theories. Ford (1992) developed motivational systems theory
(MST) and defined motivation as the organized structure of three cognitive functions that serve
to direct, energize, and regulate goal-directed activity: personal goals; emotional processes
(feelings that help or hinder the drive of effort); and personal agency beliefs (one’s own beliefs
in their ability to do a specific task). These three functions work together and Ford (1992)
LEARNING HOW TO LEARN 27

represents this relationship with the following equation: Motivation = Goals x Emotions x
Personal Agency Beliefs.
Goals alone are not enough to shape motivation. Learners must also believe they have the
personal agency to achieve their goals. According to Ford (1992), two sets of beliefs about
personal agency interact to influence motivation. Capability beliefs assess whether or not an
individual has the necessary skills to achieve a goal. Context beliefs assess whether or not an
individual’s environment will support goal achievement, if personal goals are in accordance with
organizational goals, belief of the availability of resources, and belief there is social support and
rewards (Colbeck & Weaver, 2008).
Among the mechanisms of personal agency, none is more central or pervasive than
people’s beliefs about their capabilities to exercise control over events that affect their lives.
Because decisions and actions are partly self-determined, people can effect change in themselves
and their situations through their own efforts. In other words, exercise of agency through self-
belief of efficacy (Bandura, 1986; Ford, 1992). Self-efficacy beliefs function as an important set
of determining factors of motivation, affect, and action. Most human behavior is regulated by
forethought. The capacity to exercise control over one’s own thought processes and therefore
emotions, motivation, and action is a distinctively human characteristic (Ford, 1992).
Feelings of perceived self-efficacy may impact motivation because the components of
motivation are active choice, mental effort and persistence and are a result of the expectancy to
do well at specific tasks, and the value one places on those tasks in terms of utility, interest and
importance (Eccles & Wigfield, 2002).
Value. Value of a learning task predicts active choice, effort, and persistence these will
help learners develop goals (Dembo & Seli, 2016). Perceived value is determined by four
LEARNING HOW TO LEARN 28

factors: the degree the learner expects to enjoy the task (intrinsic interest), the degree the task is
useful to the learners goals (extrinsic or utility value), how important engaging in the task is for
the learner’s self-concept or identity (attainment value), and the degree to which the benefits
outweigh the costs (Dembo & Seli, 2016). Programs or courses for adult learners should always
be focused on the application of learning to real-life problems. Many adult learners are already
motivated to some degree, whether driven by a desire for professional growth, academic
challenge, or simply a love of learning, or all three. Adult learners value the opportunity for
personal agency in determining what is most valuable to their individual goals and therefore their
educational experience. Providing practical value in the curriculum where possible can help both
learners and programs succeed.
Self-efficacy and Motivation

Motivation and the Workplace. Clark (1999) integrated concepts from different
theories to form the Commitment and Necessary Effort (CANE) model of learning and work
motivation. This model is concerned primarily with the person’s commitment to a goal and the
mental effort exerted to achieve that goal may be used as indicators in the process of solving
learning and work motivational problems. Commitment and Necessary Effort model (CANE)
Initial approach to diagnosing motivational opportunities and solving motivation problems. Two
types of motivation problems exist: Failure to accept and actively pursue goals; Failure to invest
enough effort to achieve goals once goals have been determined, and Commitment to goal:
Multiplicative relationship between personal agency, emotion and control values; Personal
agency is defined as general self-efficacy “Can I do it?” and “Will I be permitted to do it?”;
Emotional reaction to the goal must be neutral or positive; Must believe the achieving the goal
will lead to control benefits (make us significantly more effective than competing goals).
LEARNING HOW TO LEARN 29

Three types of values influence goal commitment: Utility; Interest; and Importance.

CANE model effort is secondary but vital motivational process. Effort problems: Overconfident
or under confident. Commitment can be supported by increasing self-efficacy and changing
perceptions of barriers. Enhance mood with modeling. Value of the goal can be enhanced by
credible descriptions of the utility, intrinsic interest, and importance of goal pursuit and
achievement. Level of mental effort can be increased by adjusting perceptions of goal novelty
and the effectiveness of the strategies used to achieve goals. Individual and Cultural differences
in patterns of personal agency, emotion, value and novelty perceptions.
If any of the three main areas of value, emotions, and personal agency are lacking, the
individual will not be adequately committed to achieving the goal (Clark, 1999). Clark’s (1999)
model represents a synthesis of many leading theories in human motivation with particular
emphasis on the concept of mental effort which considers an individual’s beliefs about their
abilities to achieve a goal, in other words, the degree of their self-efficacy.
Self-efficacy and Self-regulation

Self-Regulated Learning. Academic self-regulation are the strategies employed by
learners to control the factors influencing their learning (Dembo & Seli, 2016). Zimmerman and
Risemberg (1997) stated that learning the self-regulatory skills associated with each of the six
components of academic self-regulation will facilitate more control over learning and academic
achievement. The six components of academic self-regulation are as follows: Motivation,
Methods of learning including meaningful versus rote learning strategies
(elaboration/organizational), representations, prepare for exams, take notes, and reading. Rote
learning strategies may include simple repetition, rote learning keeps info in working memory
but doesn’t necessarily transfer to long term memory, and passive learning strategies.
LEARNING HOW TO LEARN 30

Meaningful learning strategies may include recognizing similarities, constructing personal
meaning, meaningful learning strategies encode into long term memory, and active learning, Use
of time which involves time management, a skill, versus procrastination, an individual’s will,
advanced planners or organizers, and to do list versus prioritizing tasks, Physical environment,
Social environment, and Monitoring performance. Successful learners use specific strategies to
motivate and control their behavior. Self-efficacy beliefs are an important aspect of human
motivation and behavior as well as influence the actions that can affect the trajectory of one’s life
(Zimmerman and Risemberg, 1997).
Figure 3 illustrates the phases and processes of self-regulation (Zimmerman & Moylan,
2009).

Figure 3. Phases and processes of self-regulation by Zimmerman and Moylan (2009).

Goal orientation. Goal orientation theory explores individual beliefs about why people
engage in a task, whether academic, social, personal, or work related. Individual differences and
context influence the types of goals we adopt, and how to reconcile and balance both mastery
LEARNING HOW TO LEARN 31

and performance goal orientation in learning environments to achieve academic performance and
sustained personal interest. Goals guide individuals to seek out or avoid particular actions. Four
types of goals are: social goals, cognitive goals, affective goals, and achievement goals. Social
goals deal with an individual’s sense of being responsible and dependable to others, the ability to
set a goal to make new friends, and having fun. Cognitive goals pertain to an individual’s
understanding of something. Affective goals deal with an individual’s happiness, and
achievement goals deal with goals pertaining to academic achievement (Pintrich, 2000;
Zimmerman & Schunk, 2008; Zimmerman & Moylan, 2009; Dembo & Seli, 2016). Goals give
us direction and influence motivation. An individual’s motivation guides their goal orientation.
There are mastery goals and performance goals within goal orientation theories. Mastery goals
focus on learning, mastering the topic and self-improvement. The individual motivated with
mastery goals is intrinsically motivated, task-involved and task-focused. Performance goals are
relative to the individual’s ability, are ego involved, motivated by extrinsic factors and the
individual will compare their abilities with the abilities of others (Pintrich, 2000; Zimmerman &
Schunk, 2008; Zimmerman & Moylan, 2009; Dembo & Seli, 2016).
Goal setting. Based on the research by Locke and Latham (2013) learners should
strategically plan a schedule with goals that fit with their other responsibilities outside of school
allowing for any time adjustments that may be needed. Dembo and Seli (2016) asserted the
following steps should be used when setting a goal: Identifying and defining a goal; Generating
and evaluating plans; Making implementation plans; implementing the plan; Evaluating your
progress. Goals influence motivation and learning. Setting and following through with
intermediate goals can motivate learners to set long-term goals. Figure 4 outlines the necessary
steps for effective goal setting (Dembo & Seli, 2016).
LEARNING HOW TO LEARN 32

Figure 4. Outline of the necessary steps for effective goal setting (Dembo & Seli (2016).

Each goal learners set should be SMART: Specific - very detailed description of what
learners want to accomplish; Measurable - easy to evaluate; Action-oriented - focus on actions
instead of personal qualities; Realistic - a goal learners are actually able to accomplish; and
Timely - Divide long-term goals into smaller goals with due dates. When learners develop an
individual learning plan based on their own topic of interest they are more likely to achieve their
goals within the desired completion timeframe (Locke & Latham, 2013).
Research from Schunk, Pintrich & Meece (2014) defines interest as willful engagement
in an activity, and they are clear to point out that interest is not a type of motivation, but an
influence on motivation; personal interest is a consistent personal disposition toward a specific
topic or domain; and situational interest represents a temporary and context driven attention to a
topic. Locke and Latham (2013) found stating that strategies do make a difference to
performance. Individuals who regulate their task engagement in a strategic manner use prior
knowledge about the task in selecting actions, and those who spend more effort in search and
LEARNING HOW TO LEARN 33

information processing activities that lead to the development of the knowledge of new task-
specific strategies perform better than those who do not.
Dweck (1986) argued two types achievement goals in her theory: performance and
learning goals. Learning goals are mastery oriented and want to increase or seek out competence
and knowledge or master new skills. Performance goals seek out positive feedback regarding
competence and avoid any negative feedback about competence. In task engagement, learners
who are more likely to rely on superficial or shallow learning strategies utilize performance
goals. Dweck (1986) discovered that the relation of learners' beliefs about intelligence to goal
orientations indicated that learners who hold incremental beliefs about intelligence, they believe
that intelligence is modifiable, tend to adopt mastery goals. In contrast, learners who hold entity
theories of intelligence, they believe that one's intelligence is a fixed entity that cannot be
changed, tend to adopt performance goals. Dweck (1986) asserts that learning goals influence
task engagement and are evident when learners are self-regulated and use more meaningful
learning strategies.
Mindset. Dweck (2008) found a fixed mindset assumes that character, intelligence, and
creative ability are static and unable to be changed or modified in any meaningful way, and
success is the affirmation of that inherent intelligence, and assessments are measured against
equally fixed standards; striving for success and avoiding failure at all costs become a way of
maintaining the sense of being intelligent or skilled. A growth mindset thrives on challenge and
sees failure as opportunity for growth and learning. As a result of both of these mindsets, a great
deal of our behavior, our relationship with success and failure in academic, professional and
personal contexts, and ultimately our capacity for happiness are manifested.
LEARNING HOW TO LEARN 34

Grit, as defined by Duckworth, Peterson, Matthews and Kelly (2007), is passion and
persistence for long-term goals and is often evident in adult learners. Individuals who possess
grit have the agency to finish current goals and are also able to continually seek after long-term
goals. Duckworth et al. (2007) stated that the gritty individual not only finishes the tasks at hand,
but pursues a goal over the long term. Also, grittier people tend to exhibit a differentiated self-
control from what is explained in conscientiousness, as having what Duckworth et al. (2007)
refer to as, “specification of consistent goals and interests.” It is this differentiation that places
grit over and beyond conscientiousness and its associated self-control and achievement
orientation. Grit is the combination of the self-control aspects of conscientiousness coupled with
a long-term and narrowed focus on achieving intrinsic or extrinsic goals (Duckworth et al.,
2007). Different motivational strategies should be employed for different contexts to have goal
attainment. The implications for educators may be practically applied in the learning
environment. Educators need to keep in mind that motivation and goal orientation, particularly
for adult learners, is fluid and flexible depending upon the environment.
Characteristics of motivation include energy, direction and persistence. Intrinsic
motivation is intertwined with relatedness (Deci & Ryan, 2000). Based on the literature, adult
learners taught with a more controlling approach not only lose initiative, but also learn less
effectively, especially when learning requires conceptual and creative processing (Deci & Ryan,
2000). Social cognitive theory principles involve self-regulatory strategies, including goal
setting, which enhances learning (Bandura, 1986).
Self Determination. Deci and Ryan (2000) developed the self-determination theory
(SDT). Self-determination theory has three psychological components: competence, autonomy,
and relatedness, which stimulate intrinsic motivation and enable individuals to act. SDT
LEARNING HOW TO LEARN 35

advocates for the autonomous-supportive learning environment which will increase learners’
autonomous motivation and perceived competence. Increase of outcomes of improved learning,
achievement and well-being. SDT is a macro-theory that details the origins and outcomes of
human agency (Adams, Little & Ryan, 2017). Basic needs for autonomy for adult learners means
being part of the decision making in learning activities, environment, having choices and they
perceive themselves as being in control of their actions, the feeling of competence evokes a sense
of capability, self-efficacy, and experience increasing mastery, and relatedness is an important
factor for adult learners giving them a sense of belonging and connectedness to others (Adams,
Little & Ryan, 2017). Because adult learners may have been away from any type of structured
learning environment for a significant period of time they may experience anxiety and stress.
Anxiety and stress influence behavior and therefore learning (Dembo & Seli, 2016). Adult
learners need the skills and techniques of self-regulation to appropriately cope with and control
the energy of their emotions in order to allow for meaningful learning (Dembo & Seli, 2016).
Based on these cognitive, motivation and learning theories, the following content will be
included in the curriculum.
Content

Content of the Curriculum

The content of the curriculum is constructed from a variety of online sources, non-profit
agencies, government sources, and learning, motivation, and education researchers. For many
years researchers and educators have sought to comprehend how people learn, saturating the
field of education with a multitude of theories. Many of these theories provide an outline to
specific strategies to learning. This curriculum is inspired by the content in both practical and
research settings, will cover a variety of topics, and is tailored to the learning needs of adults in
LEARNING HOW TO LEARN 36

any adult learning context from academia to organizational professional development and
training (Knowles, Holten & Swanson, 1998; 2015).
Motivation and Metacognition

Mayer’s Mighty M’s. Richard E. Mayer (2011) explained that motivation and
metacognition are two of the most important factors in achieving meaningful learning.
Motivation is complex, has many variables and involves the learner, the instructor and the
curriculum design. In order to achieve meaningful learning the learner must be motivated
intrinsically to maintain persistence to achieve their goals (Mayer, 2011). According to Mayer
(2011) there are five popular conceptions of how academic motivation works. When motivation
is based on interest there must be personal value to the learner. Learners will apply more effort if
they believe their hard work will pay off for their benefit. When motivation is based on
attributions the learner attributes their success or failure is based on the effort they put into the
task. When learners want to learn and set a goal they will work harder to perform well or master
the material. Learners who feel their instructor is a partner for their success they will be
motivated to put forth more effort (Mayer, 2011). According to social agency theory, social cues
such as the instructor using conversational style rather than formal style or providing personal
experiences, can help create a sense of social partnership in which the learner feels part of a
learning team (Mayer, 2011).
Metacognition. Metacognition allows people to take charge of their own learning. It
involves awareness of how they learn, an evaluation of their learning needs, generating strategies
to meet these needs and then implementing the strategies (Hacker, Dunlosky & Graesser, 2009;
Mayer, 2011). Metacognition and motivation have a reciprocal relationship, the learner may
know how to improve their learning but they have to be motivated to do it. Constructing
LEARNING HOW TO LEARN 37

understanding requires both cognitive and metacognitive elements. Learners construct
knowledge using cognitive strategies, and they guide, regulate, and evaluate their learning using
metacognitive strategies. As adult learners become more skilled at using metacognitive
strategies, their self-efficacy increases and they become more independent as learners.
Individuals with well-developed metacognitive skills can think through a problem or approach a
learning task, select appropriate strategies, and make decisions about a course of action to
resolve the problem or successfully perform the task. Individuals who demonstrate a wide range
of metacognitive skills are more successful on exams and complete work more efficiently
because they use the right tool for the job, and they modify learning strategies as needed to
ensure they achieve their goals. Because metacognition plays a critical role in successful
learning, it is imperative that instructors help learners develop metacognitively (United States
Department of Education, Office of Vocational and Adult Education, 2011).
Self-regulated learners utilize metacognitive awareness by using the learning strategies
that work for them, and metacognitive control by knowing when it is appropriate to use which
strategies. A goal for the field of education is to help people become self-regulated learners.
Understanding Emotions and Learning

Self-regulation of emotions. Dembo and Seli (2016) emphasize the more self-regulated
a learner is the more they will be able to take charge of their learning, motivation, and emotions
and therefore increase their sense of well-being and academic success.
Strategies for self-regulation of emotions. All learners will experience stress and anxiety
at some point in their lives. A successful self-regulated learner will have the skills and
knowledge to cope with stress and anxiety. The way in which a learner emotionally reacts to
events influence their motivation and persistence. Therefore it is imperative adult learners who
LEARNING HOW TO LEARN 38

may be juggling the stresses of family, work, and learning employ self-regulation strategies.
Dembo and Seli (2016) suggested learners who feel stressed, anxious, or depressed should
replace negative self-talk, what we say to ourselves that influences our emotions and behavior,
and irrational thinking with positive counter statements and utilize relaxation techniques such as
meditation, or exercise, and spend time with friends.
Social and Emotional Learning. Bradberry (2014) states in the workplace social
emotional learning (SEL) is often referred to as emotional intelligence or emotional quotient
(EQ). With a better understanding of our emotions, we can communicate our feelings in a more
positive and respectful manner. We can also understand and relate to our colleagues, which can
lead to better working relationships. Bradberry (2014) asserted emotional intelligence is the
critical factor that sets high performers apart from the rest in the workplace and it affects how
people manage behavior, navigate social complexities, and make personal decisions that achieve
positive results.
Social emotional learning strategies or emotional intelligence skills can have a direct
impact on adult learners academically, professionally and personally. The five core SEL
competencies facilitate the development of lifelong learning skills, including higher-order
thinking skills in problem solving and critical thinking, academic success and employability
skills such as organization and teamwork. SEL competencies can help learners become skilled
communicators, valued members of a team, effective leaders and self-advocators, resilient
individuals, and caring, concerned members of their communities (Johnson, Johnson, & Stanne,
2000; Schaps, Battistich, & Solomon, 2004).
The cornerstone of social emotional learning (SEL) efforts are the delivery of five
essential skills and competencies to learners (CASEL, 2013). The five skills and competencies
LEARNING HOW TO LEARN 39

are: 1) Self-awareness is recognizing and labeling one's feelings and accurately assessing one's
strengths and limitations, this is also a metacognitive skill. 2) Self-management is regulating
emotions, delaying gratification, managing stress, motivating oneself, and setting and working
toward achieving goals, this is also referred to as self-regulation strategies. 3) Social awareness
is the ability to convey empathy, taking others' perspectives, and recognizing and mobilizing
diverse and available supports. 4) Relationship skills include clear communication, accurate
listening, cooperation, nonviolent and constructive conflict resolution, and knowing when and
how to be a good team player and a leader. 5) Responsible decision making involves making
ethical choices based on consideration of feelings, goals, alternatives and outcomes, and
planning and enacting solutions with potential obstacles anticipated (CASEL, 2013).
Immordino-Yang (2016) asserts that humans learn through empathy in the course of
interpersonal communication. She also emphasizes that while as humans we make our own
decisions individually, those decisions and their impact are based on our own embodied
experiences within the social context and are iterative throughout our lives. Understanding the
role of emotions in learning is about understanding the meaning that students are making
(Immordino-Yang, 2016). Meaningful learning happens when instructors are able to create an
emotional connection to abstract concepts, ideas, or skills.
Understanding Knowledge Types

Knowledge Types. In order to understand the benefits of cognitive task analysis (CTA)
strategies in an overall curriculum design that supports mastery learning experiences, it is useful
to delineate the instruction and learning process into basic components of knowledge: declarative
and procedural. This section defines knowledge types and how they are incorporated into this
curriculum design.
LEARNING HOW TO LEARN 40

Anderson and Krathwohl (2001) define the four types of knowledge, factual, conceptual,
procedural and metacognitive. Factual knowledge is discrete isolated content elements or small
pieces of information (terms, details, elements). Conceptual knowledge is complex organized
knowledge forms such as, concepts (classifications and categories), processes (models, theories,
structures), and principles (cause and effect generalizations). Procedural knowledge is how to do
something (skills, algorithms, criteria for making decisions, when to do what, within contexts
and domains). Metacognitive knowledge is about cognition in general as well as awareness of
and knowledge about one’s own cognition and is considered strategic knowledge.
Anderson and Krathwohl (2001) provide knowledge assessment and validation examples
by knowledge type. Factual knowledge may be assessed via interviews, surveys, quizzes or polls
and should ask the stakeholder to list terms, give short answers, answer multiple choice
questions, and complete recognition tasks. Conceptual knowledge may be assessed using
interviews, surveys, document analysis, quizzes or polls and should ask the stakeholder to
paraphrase, give examples, summarize in own words, classify, categorize, interpret, compare,
explain, and differentiate. For procedural knowledge to be assessed utilize interviews, surveys,
observations and ask the stakeholder to perform the skill by applying the knowledge by
implementing, executing a task, generating a plan, or design a product like a lesson plan.
Metacognitive knowledge may be assessed using interviews and surveys that ask stakeholder to
reflect on what they do, what they think, what they think about when they reflect, also ask the
stakeholder to self-evaluate.
Merrill’s (1983) system regarding content categories is based on an assumption that
humans impose an organization on their world by classifying things by subject matter. As a
result concepts are formed when things are grouped together into classes that share common
LEARNING HOW TO LEARN 41

attributes. Subject matter emerges when a relationship between two or more concepts are
discovered. Merrill’s (1983) system has been modified over the last several decades to center on
the question: How do you apply a concept, process, or principle, other than with a procedure? In
adapting Merrill’s system to accommodate this question, knowledge types are associated with
two activities: remember/say and use/apply. For example, a person is able to recall and say
concepts, processes, principles, and procedures. When applied as procedures, concepts are used
to classify, processes to troubleshoot or problem solve, principles to create a new instance, and
procedures to perform the steps in a task.
Figure 5 summarizes the two uses of the four knowledge types within this cognitive
framework (Merrill, 1983). Declarative and procedural knowledge work together to solve
problems. As declarative knowledge is applied to task performance, it becomes procedural. The
nature of procedural knowledge is that it becomes automated. Merrill’s method to classify
knowledge according to type and application provides guidance for the facilitation of knowledge,
thought processes, and goal structures that underlie observable, and therefore measurable, task
performance.

Figure 5. Knowledge Types and Activities.

Clark and Yates (2009) define the four types of knowledge, concept, process, principle,
and procedure. Concepts are understood by establishing relationships with prior knowledge.
LEARNING HOW TO LEARN 42

Concept is defined as anything with a definition and at least one example: facts, names, and
places. Process is defined as a description of how something works, stages by stage: teams,
equipment, and systems. Principle is defined as the cause and effect relationships. Procedure is
defined as how one person accomplishes a goal, step by step with actions and decisions (Clark
and Yates, 2009).
Using four types of knowledge to help learners identify and apply key components within
the learning context will enable them to achieve their learning objectives. The curriculum will
address a broad range of topics that are supported by both theory and practice. These ideas are
not new, but the method of delivery and comprehensive dissemination will address gaps in prior
attempts.
Prior Attempts

Much of what we know works when learners have a high degree of agency in the areas of
self-regulation and motivation. There have been prior attempts to develop this type of curriculum
aimed at the adult learner but when compared to the forecasted increase in the numbers of future
adult learners over the next several years, these attempts may not entail everything adult learners
need to succeed academically, professionally, and personally. Existing efforts are crucial to
improving the educational outcomes of adult learners and a snapshot of established programs are
discussed below.
Federally funded programs. As a result of the National Literacy Act of 1991, the
National Institute for Literacy (NIFL) was created to provide national leadership on adult literacy
through improved communication and information exchange (“About LINCS,” n.d.). Created in
August of 1994, the Literacy Information and Communication System (LINCS) is a national
leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult
LEARNING HOW TO LEARN 43

Education (OCTAE) to expand evidence-based practice in the field of adult education. The
LINCS initiative delivered high-quality, on-demand educational opportunities to practitioners of
adult education for the purpose of helping adult learners successfully transition to postsecondary
education and 21st century jobs (“About LINCS,” n.d.).
The LINCS initiative developed the Teaching Excellence in Adult Literacy (TEAL)
Center (“About TEAL,” n.d.). TEAL offers programs for improving teaching and learning for
adult learners. There are twelve focus areas such as adult learning theories, differentiated
instruction, effective lesson planning, formative assessment, metacognitive processes, research
based writing instruction, self-regulated learning, self-regulated strategy development, student-
centered learning, technology-supported writing instruction, universal design for learning, and
deeper learning through questioning (“About TEAL,” n.d.).
Military training. The program created by Clark and Yates (2009) for the United States
Army Training and Doctrine Command (TRADOC) is another excellent example of curriculum
developed for adult learners. This program created a design of an instructional module for the
TRADOC training designers, developers, and instructors on how to incorporate the training of
key Learning to Learn (L2L) strategies in their training designs and lessons.
Programs sponsored by non-profits, foundations, or private sources. Many non-profit
organizations such as colleges and universities offer courses in student success. These courses
may be labeled “Academic Strategies”, “Strategies for Success”, “College 101”, all are aimed at
providing the knowledge and skills adult learners need to succeed academically and
professionally.
One course of note offered by the University of Southern California (USC) is Breaking
the Code of College Success. This two-unit, on-campus course focuses on the examination and
LEARNING HOW TO LEARN 44

application of research-based self-regulation and learning strategies to increase performance
outcomes in any academic subject according to the online description and was launched in the
summer of 2017. This course was created by a leading education researcher, Dr. Helena Seli,
who is an associate professor of clinical education and the director of program development for
USC Rossier School of Education. Her research interests and experience reside in academic self-
regulation, learning strategies, motivation, self-worth protection, possible selves of college
students, and use of technology in academic settings.
Online programs. A simple Google search with the phrase “learning how to learn”
provides over 53 million results, so online resources are not scarce. With the prevalence of
information about anything and everything related to learning how to learn strategies, some may
argue that a student simply needs to read and follow instructions. However, acquiring the
knowledge and skills, as well as being able to appropriately apply those knowledge and skills, to
be an efficient, independent, self-regulated learner is so much more complex than that; it requires
a student to assess what their learning situation is and adapt it to the multitudes of options in
whatever learning environment they are in. Online programs have expanded beyond step-by-step
instructions with little or no appropriate guidance, now they include scaffolding and peer
learning communities for academic support and help to facilitate the decision making process
about the course or program that is the best fit for the individual learner and, most importantly,
attempts to engage and motivate learners.
An example of a curriculum that is reflective of modern programs is Coursera’s
Mindshift: Break through obstacles to learning and discover your hidden potential created by the
McMaster University. Aimed at learners of any “age or stage” who are more career focused and
seek help in navigating online learning and what tools and strategies may help them be
LEARNING HOW TO LEARN 45

successful. It is a companion course to Learning how to learn: Powerful mental tools to help you
master tough subjects created by University of California, San Diego. Aimed at learners who are
focused on learning strategies and states it provides a guide if learners have ever wanted to better
at anything.
Analysis of prior attempts. There have been many prior attempts to design
instruction for adult learners. These attempts have been successful in their respective
components of agency in the areas of self-regulation and motivation but the inclusion of a
comprehensive framework that encompasses success for learners both academically and
professionally which combines self-regulation, motivation and metacognitive skills may provide
a solution for curriculum design for adult learners. It is important to note there are several issues
learning strategy programs face. One of the issues is the culture of the institution providing the
programming. If the institution does not fully support and promote the importance of all learners
acquiring the knowledge and skills they need to become effective and efficient learners then that
will translate to the learner population not understanding the importance either. Dembo and Seli
(2004) posited there are three main problems with academic support programs. First, learners do
not seek help, secondly, learners who do enroll fail to consistently attend the course, and lastly
learners who do enroll and attend but do not change their behavior.
Approaches to the Curriculum Design

A variety of learning theories form the theoretical approach of the curriculum.

Theoretical Foundations to the Curriculum Design

The content of the curriculum is based on methods found in practical settings and is
supported by research findings of how adult learners learn. The theoretical approach to the
LEARNING HOW TO LEARN 46

design, however, is based in learning and motivation theories that consider learners’

developmental stage.

With the advent of the Internet, some may assume that since information can be readily
accessed, guidance is no longer needed. Technology may be an important tool to gain a learner’s
attention, but for meaningful learning to occur, properly designed instructional methods and
learning outcomes cannot be overlooked (Clark, Yates, Early & Moulton, 2010). Moreover, the
Internet and other modes of media can deliver information, but cannot replace evidence-based
instruction, nor does it cause meaningful learning to occur.
In relation to information regarding how adults learn and the process of learning how to
learn, adult learners may feel overwhelmed and fearful of not having the right skills and
knowledge when entering into an unfamiliar learning environment. The Mind, Motivation, and
Meaningful Learning (M3L) curriculum addresses these concerns by considering the cognitive
architecture of the mind, reducing cognitive load, and incorporating adult learning theory
andragogy, social cognitive theory, and motivational systems theory into the design of its online
units.
Information Processing Theory. Information processing theory discusses the
mechanisms through which learning occurs.
Principles of Information Processing Theory. The principles of information processing
state information learned meaningfully and connected with prior knowledge is stored more
quickly and remembered more accurately because it is elaborated with prior learning (Rueda,
2011). Kirschner, Sweller, and Clark (2006) point out that guided instruction is more effective
than minimally guided for learners when in a novel learning environment because guided
instruction takes into account the information processing systems of human cognitive
LEARNING HOW TO LEARN 47

architecture and the limits of working memory. Information learned meaningfully and connected
with prior knowledge is stored more quickly and remembered more accurately because it is
elaborated with prior learning. Frequent and deliberate practice for short periods of time
facilitates cognitive integration of learning and how learners organize knowledge influences how
they learn and apply what they know.
Learners’ prior knowledge can help or hinder learning. To develop mastery, students
must acquire component skills, practice integrating them, and know when to apply what they
have learned (Dweck, 1986). Continued practice promotes automaticity and takes less capacity in
working memory. Also, the use of metacognitive strategies assists students in becoming self-
regulated learners (Dembo & Seli, 2016). Given these parameters, it is important to activate
learners’ prior knowledge, focus their attention on specific tasks, and engage automated
processing to learn new tasks. For these reasons, the online units always begin with an activity
that stimulates what learners already know and builds on that information as the units progress
(Smith & Ragan, 2005). This happens slowly and over the course of the program so that learners
do not get overwhelmed and cognitive load is taken into consideration.
Cognitive Load Theory. Cognitive load theory plays a key role in successful
instructional design. Cognitive load theory (CLT) is the assumption that new knowledge
acquisition is dependent on optimal use of available and limited cognitive resources (i.e. working
memory) and there are three components to CLT: intrinsic cognitive load; extraneous cognitive
load; and germane cognitive load (Park, Moreno, Seufert & Brunken, 2011). Measuring these
three components of cognitive load effectively may be challenging especially when attempting
instructional design. Recent studies regarding cognitive load have shown the need for the
measurement of a learner’s motivation, self-concept, and engagement with a task, in other words,
LEARNING HOW TO LEARN 48

the amount of interest a learner has in a task will determine the amount of cognitive resources
they are willing to allocate (Martin, 2014; Park, Moreno, Seufert & Brunken, 2011).
Kirschner, Kirschner, & Paas (2006) argued that successful instructional design decreases
extraneous cognitive load and increases germane cognitive load as long as the cognitive load
stays within the limits of working memory of the learner. Being aware of students’ prior
knowledge, incorporating strategies such as segmenting the task, and allowing for students to
utilize metacognitive strategies such as self-explanations, will contribute to successful
instructional design.
Principles of Cognitive Load Theory. The principles of cognitive load theory (CLT) state
segmenting complex material into manageable parts and pre-training, among other strategies,
enables for the intrinsic load to be managed and learning to be enhanced (Rueda, 2011).
Decreasing extraneous cognitive load by effective instruction, particularly when intrinsic load is
high, enables more effective learning. Increasing germane cognitive load by engaging the learner
in meaningful learning and schema construction facilitates effective learning.
Regarding the online units, attention is paid to the amount of information that learners
need to process at any given point. The intrinsic load of learning how to learn is relatively high
given the population the program is designed for, adult learners. However, the M3L curriculum
breaks down the complexity of the process and into smaller more digestible chunks. Each unit
then focuses only on relevant material and excludes excess or extraneous information that may
make it difficult for learners to fully understand. By following these guidelines, germane load
increases and schema construction, where actual learning occurs, is activated. The construction
of the online units is carefully considered, but learning does not occur in a vacuum, so social
support is also provided.
LEARNING HOW TO LEARN 49

Guided direct instruction. Navigating the labyrinth of choices in instructional approaches
can be a challenge for instructional designers and educators. Mayer and Alexander (2016) state
that regardless of the instructional approach involving the learning environment or the
educational practice, the biggest challenge facing educators’ is fostering and promoting
meaningful learning for all learners. This challenge is evident in the hot debate between the
approaches of guided instruction and minimally guided instruction, also referred to as;
constructivist instruction, discovery, problem-based, experiential and inquiry-based instruction
(Alferi, Brooks, Aldrich, & Tenenbaum, 2011; Kirschner, Sweller, & Clark, 2006; Schmidt,
Loyens, van Gog., Pass, 2007; Mayer, & Alexander, 2016; Vogel-Walcutt, Gebrim, Bowers,
Carper, & Nicholson, 2011). In contrast, Schmidt, Loyens, van Gog., and Pass (2007) assert
problem-based instruction cannot be considered minimally guided instruction because of the
elements its utilizes in intrinsic, extraneous, and germane cognitive load management and
therefore is efficient and effective for learning. Alferi, Brooks, Aldrich, and Tenenbaum (2011)
research results demonstrated that minimally guided instruction, such as discovery learning, does
not benefit learners.
Many variables need to be taken into account when designing instruction. The allure of
technology may spark initial interest in learners but for meaningful learning to occur careful
consideration must be given in the design of the instructional methods and learning outcomes
(Clark, Yates, Early and Moulton, 2010). Philip and Garcia (2013) argue the use of technology is
one component in the within the multitude of educational tools and strategies educators may use
in their teaching and learning pedagogy. Clark, Yates, Early and Moulton (2010) state that media
or technology merely delivers instruction but does not cause learning. de Jong (2017) found that
LEARNING HOW TO LEARN 50

simulation-based inquiry learning can be effective if the students are provided with the
appropriate guidance.
Social cognitive theory. Social cognitive theory assumes that learning occurs in a social
context and encompasses several constructs, including goal setting, learning vicariously, and
increasing self-efficacy, or the belief about one’s ability to complete a certain task (Bandura,
1986; Denler, Wolters & Benzon, 2014). The M3L curriculum incorporates these tenets into the
online units as they are closely related to the overall goal of the curriculum, which is to have a
learners identify and set goals, learn by example, and increase their self-efficacy. Additionally,
learners will acquire the skills and knowledge to become lifelong self-regulated, self-sufficient,
independent learners in any learning context. They will be able to reflect on and develop a
strategic plan for their own learning in any learning context. They will have the ability to
identify, evaluate, and apply appropriate cognitive, learning and motivation strategies based on
course content and a deeper understanding of the metacognitive component of meaningful
learning.
The first of the online units engages the learners in identifying the demands of a learning
task by understanding what learning outcomes are and how to develop a goal or plan to achieve
the outcome. As the units progress each unit includes examples as models for learners to refer to
and also activates their prior knowledge. Each unit also asks the learners to then apply the
information they learned to their own situation, which will help increase their self-efficacy. The
M3L program aims to provide an optimal learning experience for adult learners where all
learners feel supported, motivated, and engaged.
LEARNING HOW TO LEARN 51

CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT

Learner Profile

The primary audience for this curriculum are adult learners who seek to become lifelong
self-regulated, self-sufficient, independent learners in any learning context. This course is
delivered via an online platform allowing learners to access this asynchronous course at their
convenience. Adult learners will be in control of exploring their learning options and an
overview of the learners’ general ability, self-efficacy, and prior knowledge will be discussed.
Adult learners’ academic experience and their abilities, self-efficacy and prior knowledge may
need to be significantly developed. Accordingly, the activities in chapter four accommodate their
needs.
Ability

For the Mind, Motivation and Meaningful Learning (M3L) course, two perspectives of
ability will be addressed: cognitive and physiological characteristics.
Cognitive characteristics. The learners in this course are adult learners primarily 24
years of age and older who are interested in acquiring the knowledge and skills to become
lifelong self-regulated, self-sufficient, independent learners in any learning context. They are
either planning to complete or have completed other academic or training courses, are proficient
at reading and writing, and have basic computer literacy. While their skills and experience vary,
they can generally follow instructions and stay on task. The participants are adults who have
reached Piaget’s Formal Operational stage of cognitive development. In this stage, adults are
able to reason abstractly and think in hypothetical terms. Individuals at this stage have developed
abstract thinking skills and can reason in more logic and idealistic ways (Santrock, 2013). They
shall be both intrinsically and extrinsically motivated and need to understand the purpose this
LEARNING HOW TO LEARN 52

training. They want to establish immediate and long-term personal goals and want to assume
individual agency for learning and progress toward goals.
Memory, expertise, and problem solving capabilities will also be considered. Because
memory begins to decline, expertise peeks, and practical problem solving improves in middle
adulthood, it is important to consider how these factors may impact participants’ engagement in
the course. Adults in the later stage of adulthood may experience decline in attention and
memory, so instructors may need to assess their needs and make accommodations accordingly.
In addition, information processing theory suggests that individuals, regardless of age, process
information sensorially (Mayer & Alexander, 2017). Both visual and auditory senses serve as the
primary intake of information and must be balanced to maintain attention.
Physiological characteristics. The physiological advantages that adults have during this
developmental period will span from relatively good general health to a period where lifestyle
choices begin to emerge. A gap in age is expected as the course welcomes learners from
emerging to late adulthood, this means that there may be significant differences in age and
health. Regardless of age or stage of life, it is expected that participants’ will be able to engage
visually and auditorily with the understanding that some may be more able to physically
manipulate computer equipment and see small print on a standard screen. Some learners may
also manipulate technology on a smaller scale like a smartphone or tablet and can easily navigate
the Internet. Taking that into account the course will also provide digital readings for text to
speech conversion and screen zooming, thus aligning with ADA Section 508.
Self-Efficacy

Participants for this course are adult learners whose reasons for enrolling vary. However,
there are some similar characteristics. Participants for this course value the attainment of
LEARNING HOW TO LEARN 53

knowledge and skills and believe they improve both self and environment. For example, adults in
middle and late adulthood begin to explore and subjectively define the meaning of life (Erikson
& Erikson, 1998). This developmental stage takes into consideration one’s need for values, sense
of self-efficacy, self-worth, and purpose. The confidence level of the adult learners in this
program will also vary depending on experience personally, professionally and academically.
Self-efficacy is defined as an individual’s belief and confidence in his or her own ability
to accomplish a given task or goal (Bandura, 1977; Putney & Broughton, 2011). Learners with
high self-efficacy are more likely to set goals, assess the amount of effort required to complete
the goal and modify the goal if necessary (Bandura, 1993). In addition, participants will vary in
their attitudes toward learning, motivation, interests, and self-efficacy, anxiety levels, and
attribution of success. The following sections will outline the affective and social characteristics
of participants enrolled in the M3L course.
Affective characteristics. The interest, motivation, and academic self-concept of learners
will be examined.
Interest. The majority of learners who participate in the M3L program are interested in
learning about strategies they can employ to effectively and efficiently gain knowledge and skills
they are able to utilize for personal and professional development. There may be some learners
who are participating because of their family and friends, while others may be participating
because they are encouraged to do so by their employers.
Motivation. Motivation levels will also fluctuate between learners. Motivation levels are
predicted to be high for participants who have willingly signed up for the course or who have
previously taken courses focused on similar content. Motivation levels may be low in
participants who were mandated to enroll by university major or minor requirements or
LEARNING HOW TO LEARN 54

employers. If incentives are being offered (i.e., participants are extrinsically motivated to learn),
motivation levels may rise. Attitudes toward learning are expected to mirror motivation levels
(i.e., if motivation level is high, attitude will be positive). Anxiety levels may be high for
individuals who lack experience, have had a negative experience with similar courses, or have
competing needs or higher-level priorities. Anxiety levels could also be elevated because of
external learning factors such as the large number of participants in the program, working in
small groups, working on a computer, or speaking in front of a group. High levels of anxiety
could reduce motivation levels.
An important affective characteristic that must be considered is self-efficacy or the
learner’s confidence in their ability to accomplish certain tasks. Self-efficacy plays a major role
in motivation and influences the learner’s decision to engage in the task. If the learner has low
self-efficacy for a task, they may decide not to attempt the task altogether. Therefore, it is
important to assess the learner’s self-efficacy level as part of the pre-course survey. Learners will
be asked to evaluate their level of self-efficacy in (1) self-regulation - setting academic and
personal goals and (2) transferring this knowledge to their studying and learning strategies. A
Likert-scale will be used to evaluate this. A similar measure of self-efficacy will be obtained at
the conclusion of the M3L course.
Social characteristics. Social characteristics will have an impact on the way adult
learners will approach learning in an online environment (Milheim, 2011). Adult learners may
have different commitments or priorities to take into account and bring a unique set of needs.
Adult learning is selective. This means that adults learn will learn what is meaningful for them.
They will not learn something they are not interested in or has value to them (Rubenson, 2011).
Adult learning is self-directed. Adults take charge of their own learning. Knowles (1990) defined
LEARNING HOW TO LEARN 55

self-directed learning as “a process by which people identify their learning needs, set goals,
choose how to learn, gather materials, and evaluate their progress”. Many adult learners may be
reentering schooling with anxiety and low self-esteem (Rubenson, 2011). Alternatively, adult
learners also bring years of previous knowledge and experience, as well as an established system
of values and beliefs (Jarvis, 2004). Adults often have a problem-centered approach to learning,
and want to know the value, relevancy and direct application to their lives (Knowles, 1990).
Prior Knowledge

To be successful in the program, learners must have both general world and specific prior
knowledge before engaging with the material.
General world knowledge. Knowledge is the key to being able to critically think (Mayer
& Alexander, 2017). Adult learners have multi-faceted and more general world knowledge. This
knowledge varies with age, culture, experience and many other factors and it is an essential
element upon which the meaningfulness of instruction depends. This knowledge contributes to
the development of germane processing and facilitates the transfer of knowledge and skills in
novice settings (Bonney & Sternberg, 2017).
Specific prior knowledge. Examining learners’ prior knowledge is critical for ensuring
that the content being taught in the M3L course is appropriate for the audience. This course is an
online, asynchronous course, therefore learners will need specific prior knowledge of basic
technology skills and navigating the Internet. For example, being able to turn on a computer and
log on to the M3L course website is crucial knowledge that the learner must possess before being
able to participate. Failure to master this information means the learner will be unable to
complete the course learning objectives.
LEARNING HOW TO LEARN 56

Description of the Learning Environment

The following section will address the learning environment including: facilitator
characteristics, existing curricula, any necessary equipment and technology, classroom facilities
and the learning climate.
Facilitator Characteristics

There is no intended facilitator for the M3L online curriculum because it is designed to
be a standalone asynchronous program. The program will employ narrated videos, self-
assessment tools, tutorials and interactive videos, and downloadable job aid handouts and other
materials.
Existing Curricula/Programs

This program may supplement an existing program or be the sole source of information
for learners. Given that it is meant to be a standalone online asynchronous program for adult
learners to meet their professional and personal learning needs, there is likely no existing
program that learners are enrolled in or are being required to be enrolled in.
Available Equipment and Technology

Learners can utilize an Internet connection and their current method of accessing the
Internet (e.g., home computer, public computers in a library) to gain entry to the online program.
Classroom Facilities and Learning Climate
Learners will have the ability to choose where they would like to complete their program
as long as those locations have an Internet connection and they have equipment to access the
Internet. Ideally, they will choose a quiet place where they can focus on the content and complete
the tasks that are required in each module.
LEARNING HOW TO LEARN 57

CHAPTER FOUR: THE CURRICULUM

Overall Curriculum Goal, Outcomes, and Summative Assessment

It is important to differentiate between learning goals, objectives and outcomes when
designing curriculum (Smith & Ragan, 2005). Both goals and objectives use the language of
outcomes. The characteristic, which distinguishes goals from objectives, is the level of
specificity. Goals express intended outcomes in general terms and objectives express them in
specific terms. Objectives are intended results or consequences of instruction, curricula,
programs, or activities. Outcomes are achieved results or consequences of what was learned; i.e.,
evidence that learning took place. Objectives are focused on specific types of performances that
students are expected to demonstrate at the end of instruction. Objectives are often written more
in terms of teaching intentions, instructor-centered, and typically indicate the subject content that
the instructor intends to cover. Learning outcomes, on the other hand, are more student-centered
and describe what it is that the learner should learn (Smith & Ragan, 2005).

Figure 6. This figure illustrates the features of goals, objectives and outcomes.

The proposed curriculum for adult learners is intended for learners to become lifelong
self-regulated, self-sufficient, independent learners in any learning context. Learners will
LEARNING HOW TO LEARN 58

demonstrate highly motivated, self-regulated and highly efficient metacognitive skills in learning
and performance.
Curriculum Goal

The goal of Mind, Motivation, and Meaningful Learning (M3L) is to prepare adult
learners to become lifelong self-regulated, self-sufficient, independent learners whether in an
academic, professional or training setting. Learners will demonstrate highly motivated, self-
regulated and highly efficient metacognitive skills in learning and performance. This course
infuses key elements from the Clark and Yates (2009) Learning to Learn (L2L) model for Army
Schoolhouse training and will give learners strategies to help them make better sense of what
they are seeing and hearing during lessons and provide them with tools that help them be an
active learner, and with that, an increased understanding of the course content. In short, this
course is training in learning how to learn a skill adults can apply throughout their academic,
professional and personal lives. As such, the objective of the course is: In any learning context,
you will apply learning and motivational strategies that result in more effective and efficient
performance results demonstrated by increased knowledge transfer, and performance scores.
Clark and Yates (2009) asserted that meaningful learning that allows us to do our jobs
and support our success requires that we be cognitively active learners. Individuals who are
cognitively active learners deliberately apply strategies to increase and improve learning.
Students who practice learning strategies transform passive learning tasks, such as reading an
article or viewing a slide presentation, into active learning tasks. The result is students will learn
more in less time. This course teaches students key learning strategies that will help them
become successful lifelong learners, in any learning context.
LEARNING HOW TO LEARN 59

In this course learners will learn simple cognitive, motivation, and learning strategies,
which if applied appropriately, will increase their lifelong self-agency, motivation, metacognitive
and self-regulatory skills in any learning context. Learners will demonstrate highly motivated,
self-regulated and highly efficient metacognitive skills in learning and performance.
Curriculum Outcomes

The approach described here has been used to successfully support learners. Upon
completion of this course, learners will be able to:
1. Identify the terminal and enabling objectives, and assessment for learning task,
and organize them in their notebook, and analyze the motivational (value, self-
efficacy, emotion) and self-regulation demands of the learning task.
2. Recognize the way that textbooks and other media are organized. (L2L 1)

3. Identify and learn the four types of knowledge you need to meet the objectives
and assessment. (L2L 2)
4. Use analogies to learn more quickly and effectively. (L2L 3)

5. Use memorization strategies when required (L2L 4)

6. Write and answer study questions that lead to better skill application, transfer and
adaptability and speed learning of complex information. (L2L 5, 6)
7. Reflect, evaluate the effectiveness, and revise strategies used in achieving the
learning task as required. (S&R)
Summative Assessment

The goal of Mind, Motivation, and Meaningful Learning (M3L) is to prepare adult
learners to become lifelong self-regulated, self-sufficient, independent learners whether in an
academic, professional or training setting. Learners will demonstrate highly motivated, self-
LEARNING HOW TO LEARN 60

regulated and highly efficient metacognitive skills in learning and performance. For a summative
assessment students will demonstrate their knowledge and skills via a reflective journal portfolio.
Reflective journal portfolio. From readings in each unit, learners will generate
principles and related implementation strategies, culminating in a strategic repertoire that they
can use to bring about peak performance in different areas. Learners will use their reflective
journal portfolio entries from each week to reflect on their own performance in a specific domain
in a 2-3 page reflection, guided by specific questions.
Cognitive Task Analysis (Information Processing Analysis)

Cognitive Task Analysis (CTA) extends traditional task analysis to capture
information about both the overt observable behavior and the covert cognitive functions
behind it to form an integrated whole. (Chipman, Schraagen & Shalin, 2000). CTA is a
dynamic tool to elicit expert knowledge to enhance instructional design practices by
providing a more complete understanding of expert skills, knowledge, tasks or steps and
decisions affiliated with successfully completing complex tasks (Clark & Estes, 1996;
Clark, Feldon, Van Merriënboer, Yates, & Early, 2007; Schraagen, Chipman & Shalin,
2000). According to Clark, Feldon, van Merrienboer, Yates, and Early (2007) one of the
first steps in dominant CTA methods is to collect preliminary knowledge.
Three subject matter experts (SME) were selected to participate in the process. The
three SMEs were chosen because they have successful performance records as adult
learners. Two of the SMEs recently graduated from the University of Southern California
(USC) with a Bachelors of Arts (BA) in Narrative Studies and the third SME is currently
pursuing a Master of Marriage and Family Therapy (MMFT) through the USC Rossier
LEARNING HOW TO LEARN 61

School of Education. Unstructured and informal interviews were conducted with all SMEs
about their success tactics and strategies as adult learners (see Appendix B).
Major Steps

The following is an aggregation of the information in Clark & Yates (2009); Smith &
Ragan (2005); and Appendix A. The major steps or tasks required to be learned to achieve the
overall course objectives to prepare adult learners to become lifelong self-regulated, self-
sufficient, independent and effective learners in any learning setting. Learners will demonstrate
highly motivated, self-regulated and highly efficient metacognitive skills in learning and
performance.
These steps are in the order performed.

1. Identify the terminal and enabling objectives, and assessment for learning task,
and organize them in their notebook, and analyze the motivational (value, self-
efficacy, emotion) and self-regulation demands of the learning task.
2. Recognize the way that textbooks and other media are organized.

3. Identify and learn the four types of knowledge you need to meet the objectives
and assessment.
4. Use analogies to learn more quickly and effectively.

5. Use memorization strategies when required.

6. Write and answer study questions that lead to better skill application, transfer and
adaptability and speed learning of complex information.
7. Reflect, evaluate the effectiveness, and revise strategies used in achieving the
learning task as required.
LEARNING HOW TO LEARN 62

General Instructional Methods Approach

The general instructional methods of the curriculum are informed by the ideas of Smith
and Ragan (2005), as well as Clark, Yates, Early, and Moulton (2008). Both methods emphasize
the importance of the learner’s cognitive architecture and reducing cognitive load. Smith and
Ragan (2005) use a general structure in the context of generative or supplantive instruction and
consists of an introduction, the body or content of the instruction, conclusion, and assessment.
Clark et al. (2005) use guided experiential learning (GEL) to design instruction in the following
way: select goals and choose a subject matter expert (SME), identify the task and conduct a
cognitive task analysis (CTA), using the CTA information, create a design blueprint, select the
delivery media, and evaluate. The overarching design of this curriculum was largely based on
GEL principles because of the inclusion of SMEs as well as information extracted from the CTA
conducted with the SME. The GEL method also considers the broader context of what needs to
be taught, while Smith and Ragan (2005) focus more on what Clark et al. consider the design
blueprint. Therefore, the specific learning activities will be more closely aligned to the Smith and
Ragan (2005) framework for instructional strategy design (for CTA SME success strategies see
Appendix B).
It should be noted that Smith and Ragan (2005) extrapolate, when referring to
instructional design, from what Gagne’ (1985) describes as an “attitude” which is having
cognitive, affective, and behavioral components that interact and how attitudes, much like
emotions, influence the decisions learners make. Additionally, Smith and Ragan (2005) note that
Gagne’ and Merrill (1990) developed what they referred to as “learning enterprises.” A learning
enterprise is a learning activity that utilizes a combination of declarative knowledge, intellectual
skills, and cognitive strategies all working congruently towards a shared goal.
LEARNING HOW TO LEARN 63

Clark, Yates, Early, and Moulton (2008) based their GEL design on similar guidelines
suggested by Merrill (2002).
Figure 7 illustrates Merrill’s (2002) first principles of instruction which include: Task
centered-learning is promoted when learners acquire concepts and principles in the context of
real world tasks; Activation-learning is promoted when learners activate relevant prior
knowledge; Demonstration-learning is promoted when learners observe a demonstration of the
skills to be learned; Application-learning is promoted when learners apply their newly acquired
knowledge and skills; Integration-learning is promoted when learners integrate their new skills
into their everyday life.

Figure 7. The first principles of instruction by Merrill (2002).

Table 1 illustrates the GEL Lesson structure, excerpted from (Clark, 2004; Clark &
Feldon, 2008; Clark & Yates, 2009). All lessons in a GEL course share the same general
instructional structure. They are sequenced according to the order in which they will be applied
in the field, and of there is no necessary order of field application, easier to learn lessons should
be presented before more difficult ones. The structure of GEL lessons is designed to guide the
cognitive (mental) processing that supports learning.
LEARNING HOW TO LEARN 64

Table 1

GEL Lesson Structure (Clark, 2004; Clark & Feldon, 2008; Clark & Yates, 2009)

Learning
Objective
What will the student be able to do, in what context and to what standard,
when they finish this lesson that they were not able to do when it started?
Reason Answers implied questions about value and utility such as: "Why is
learning to do this important to me?", "What value does it hold for me,
my job, mission or my team?", 'What risk will I avoid if I learn it?".
Overview Briefly describe (and when possible, provide a visual model of) the
location of this lesson in the larger course and sequence of lessons and
then describe the instructional strategies that will used in the lesson.
Concepts,
Processes and
Principles
When a cognitive task analysis indicates that to learn a procedure,
students will require prior knowledge of new concepts, processes or
principles, the required prerequisite knowledge is taught next in all
lessons.
Demonstration of
Procedure
The procedure being taught is derived from a cognitive task analysis
and/or other job or mission documents and is demonstrated by a model
that is similar to or respected by the students. The demonstration should
be accompanied by job aids that summarize the action and decision steps
in the procedure.
Practice of
Procedure
The many job and mission-related problems collected during the
cognitive task analysis are used to design guided practice exercises that
are directly related to the context and problems that must be solved to
accomplish the job or mission. Simpler problems should be given first,
then more complex and varied problems later in the exercises. As
students solve easier problems, new problems include elements that can
only be solved by using knowledge from previous modules so that
problems become "cumulative" and wider in scope, giving trainees an
opportunity to continue to practice previously learned procedures.
Guidance is gradually withdrawn or faded during practice as student use
of procedures becomes more fluid and accurate.
Review Practice
and Give
Feedback
Practice must be reviewed and checked against a list of action and
decision steps derived from standard procedures and/or the result of
cognitive task analysis. Students must receive feedback on their practice
that focuses on: a) what they accomplished that was correct, and (if
necessary), b) how they need to adjust their procedure or strategy in order
to complete their learning goals. Feedback about mistakes is focused on
correcting the procedure used, not on the ability of the student.
LEARNING HOW TO LEARN 65

Description of Specific Learning Activities

Each unit will follow the Clark et al. (2008) guided experiential learning (GEL) model.

First, the instructional activities will be organized so that learning is scaffolded and each unit will
draw on the one previous in order to activate prior knowledge. Also, because the curriculum for
M3L has much to address and cover, the overall course curriculum will be broken down into
small, achievable goals. While a generative or learner-generated instructional strategy often leads
to deeper learning, for the purpose of time and the content being taught, the curriculum will aim
to strike a balance between generative and supplantive strategies that build from low scaffolding
to high scaffolding strategies (Smith & Ragan, 2005). Each unit will include an introduction
meant to establish a purpose and provide an overview of what learners will learn in that unit. For
the portion of the curriculum with low scaffolding or more generative instructional methods the
learners will be required to generate ideas of what motivation, self-regulation and agency mean
to them and how their experiences will impact their decisions. The body of each unit will require
learners to activate their prior knowledge, study examples and review job aids, and practice what
they learned. Participants will then have the opportunity to review the information they learned
and apply it to real-world activities in a meaningful manner. While assessment will not occur
during each unit, there will be some formative assessment throughout and a summative
assessment in the form of a reflective journal portfolio.
Overview of the Units

Units for this course are structured to follow the steps of the CTA as follows:

1. Identify the terminal and enabling objectives, and assessment for learning task,
and organize them in their notebook, and analyze the motivational (value, self-
efficacy, emotion) and self-regulation demands of the learning task.
LEARNING HOW TO LEARN 66

2. Recognize the way that textbooks and other media are organized. (L2L 1)

3. Identify and learn the four types of knowledge you need to meet the objectives
and assessment. (L2L 2)
4. Use analogies to learn more quickly and effectively. (L2L 3)

5. Use memorization strategies when required. (L2L 4)

6. Write and answer study questions that lead to better skill application, transfer and
adaptability and speed learning of complex information. (L2L 5, 6)
7. Reflect, evaluate the effectiveness, and revise strategies used in achieving the
learning task as required. (S&R)

The skills in steps 1, 2, 4, 5 are generally referred to as selecting strategies that help
learners identify information they need to learn to achieve the learning objective. The skills in
steps 3, 6 and 7 are generally referred to as personalizing strategies that help learners connect
what they already know (prior knowledge) with new training, which results in meaningful
learning (Clark & Yates, 2009).
Unit 1: How to identify the terminal and enabling objectives, and assessment for learning
task, and organize them in a notebook, and analyze the motivational (value, self-efficacy,
emotion) and self-regulation demands of the learning task.
Terminal learning objective.

● Given a learning task or course, learners will be able to identify the terminal and
enabling objectives, and assessment for learning task and organize them in their
notebook, and analyze the motivational (value, self-efficacy, emotion) and self-
regulation demands of the learning task and complete a self-assessment
motivation questionnaire.
LEARNING HOW TO LEARN 67

Prerequisite analysis (enabling objectives).

● Know what terminal and enabling learning objectives are

● Know what a learning outcome is

● Know what an assessment is

● Know what a notebook is

● Know what task value is

● Know what self-efficacy is

● Know what emotional demands are

● Know what self-regulation demands are

● Be able to analyze task value

● Be able to analyze self-efficacy

● Be able to analyze emotional demands

● Be able to analyze self-regulation demands

● Be able to identify terminal and enabling learning objectives

● Be able to identify a learning outcome

● Be able to identify an assessment

● Be able to select and organize a course notebook

Learning activities.

● After introduction and attention activities, assess prior knowledge of the meaning
of what a learning task is, what a learning objective is, what a learning outcome
is, and what an assessment is, and how to organize them in their notebook, and
what task value is, self-efficacy is, emotional demands are, and self-regulation
demands.
LEARNING HOW TO LEARN 68

● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of identifying a learning task, learning objective
and outcome, and assessment, analyzing task value, self-efficacy, emotional
demands, and self-regulation demands.
● Model any necessary procedures.

● Provide opportunities for practice and feedback.

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for analyzing the motivational (value, self-efficacy,
emotion) and self-regulation demands of the learning task.
● Provide opportunities for practice and feedback

Assessment.

● Learners identify the learning tasks from the stated learning objectives, outcomes
and assessments and organize them in their notebook. Learners analyze the
motivational (value, self-efficacy, emotion) and self-regulation demands of the
learning task and complete a self-assessment motivation questionnaire.
LEARNING HOW TO LEARN 69

Unit 2: How to recognize the way that textbooks and other media are organized. (L2L
Lesson 1)
Terminal learning objectives.

● When reading a textbook, watching a slide presentation or other media, you will
be able to identify and write in your notebook the key points the author/presenter
intends to convey and use them to organize your learning and ask yourself
questions that deepen your understanding of the material to be learned.
Prerequisite analysis (enabling learning objectives).

● Know a key point

● Know about questions that deepen your understanding

● Be able to organize key points

● Be able to ask questions that deepen your understanding

Learning activities.

● After introduction and attention activities, assess prior knowledge of the meaning
of what key points are and use them to organize your learning and ask yourself
questions that deepen your understanding of the material to be learned.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of identifying a key point and questions that
deepen your understanding.
LEARNING HOW TO LEARN 70

● Model any necessary procedures

● Provide opportunities for practice and feedback

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for organizing key points for your learning and asking
questions that deepen the understanding of the material to be learned.
● Provide opportunities for practice and feedback

● Provide the opportunity to transfer learning to their own checklist

Assessment.

● Given a textbook, watching a slide presentation or other media, you will be able
to identify and write the key points the author/presenter intends to convey and use
them to organize your learning and ask yourself questions that deepen your
understanding of the material you are learning.
Unit 3: How to identify and learn the four types of knowledge you need to meet the
objectives and assessment. (L2L Lesson 2)
Terminal learning objectives.

● When reading a textbook, watching a slide presentation or other media for a
lesson, you will be able to identity, using four types of knowledge (concept,
principle, process, procedure), the information you need to learn and apply to the
material to be learned based on the lesson’s learning objectives and write your
notes in the notebook.
Prerequisite analysis (enabling objectives).

● Know what a fact is
LEARNING HOW TO LEARN 71

● Know what a concept is

● Know what a principle is

● Know what a process is

● Know what a procedure is

● Be able to identify a fact

● Be able to identify a concept

● Be able to identify a principle

● Be able to identify a process

● Be able to identify a procedure

● Be able to identify and write questions that make the connection among the
learning objectives, key points and the type of knowledge to be learned.
Learning activities.

● After introduction and attention activities, assess prior knowledge of the meaning
of what are the four types of knowledge (concept, principle, process, procedure),
and the information you need to learn and apply to the material to be learned
based on the lesson learning objectives.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of identifying the four types of knowledge.

● Model any necessary procedures.

● Provide opportunities for practice and feedback.
LEARNING HOW TO LEARN 72

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for identifying the four types of knowledge.

● Provide opportunities for practice and feedback

● Demonstrate the procedure for identifying and writing questions that make the
connection among the learning objectives, key points and the type of knowledge
to be learned.
● Provide opportunities for practice and feedback.

● Provide the opportunity to transfer learning to their own work.

Assessment.

● Using an authentic example from relevant material or an undergraduate course,
watching a slide presentation or other media for a lesson, learners will identity,
using four types of knowledge (concept, principle, process, procedure), the
information they need to learn and apply to the material to be learned based on the
lesson learning objectives and write their notes in the notebook.
Unit 4: How to use analogies to learn more quickly and effectively. (L2L Lesson 3)
Terminal learning objectives.
● Given one or more knowledge types to be learned, learners will create analogies
by recognizing similarities between their past experiences and learning on the one
hand, and the new knowledge they are studying, on the other hand and write them
in their notebook.
Prerequisite analysis (enabling objectives).

● Know what an analogy is
LEARNING HOW TO LEARN 73

● Know the components of an analogy

● Know how to recognize similarities between past experiences and learning and
new knowledge you are learning.
● Know how to ignore surface differences between your prior experience and new
knowledge
● Know how to recognize deeper but less obvious similarities.

● Be able to recognize similarities between past experiences and learning and new
knowledge you are learning.
● Be able to ignore surface differences between your prior experience and new
knowledge
● Be able to recognize deeper but less obvious similarities.

Learning activities.

● After introduction and attention activities, assess prior knowledge of an analogy,
the meaning of how to recognize similarities between your past experiences and
learning and the new knowledge you are studying, and how to ignore surface
differences between your prior experience and new knowledge and recognize
deeper but less obvious similarities.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of recognizing past experiences and learning with
new knowledge, how to ignore surface differences and how to recognize deeper
LEARNING HOW TO LEARN 74

but less obvious similarities.

● Model any necessary procedures

● Provide opportunities for practice and feedback

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for recognizing past experiences and learning with new
knowledge, how to ignore surface differences and how to recognize deeper but
less obvious similarities.
● Provide opportunities for practice and feedback

● Provide the opportunity to transfer analogy learning to their own notebook.

Assessment.

● Given one or more knowledge types in their learning materials, learners will
create analogies by recognizing similarities between their past experiences and
learning on the one hand, and the new knowledge they are studying, on the other
hand and write them in their notebook.
Unit 5: How to memorize anything (L2L Lesson 4)
Terminal learning objectives.
● When learners have determined that they must memorize information for a test
and later performance in the field, they will learn to select and implement an
effective memorization strategy as measured by assessments.
Prerequisite analysis (enabling objectives).

● Know what an effective memorization strategy is

● Be able to select an effective memorization strategy
LEARNING HOW TO LEARN 75

● Implement the memorization strategy.

Learning activities.

● After introduction and attention activities, assess prior knowledge of the meaning
of what an effective memorization strategy is.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of selecting and implementing an effective
memorization strategy.
● Model any necessary procedures

● Provide opportunities for practice and feedback

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for selecting and implementing an effective memorization
strategy.
● Provide opportunities for practice and feedback

● Provide the opportunity to transfer learning to their own notebook.

Assessment.

● When learners have determined that they must memorize information for a test
and later performance in the field, they will learn to select and implement an
effective memorization strategy as measured by assessments.
LEARNING HOW TO LEARN 76

Unit 6: How to write and answer study questions that lead to better skill application,
transfer and adaptability and increase the speed learning of complex information. (L2L 5,
6)
Terminal learning objectives.

● When reading a textbook, watching a slide presentation or other media in a
lesson, learners will be able to review the terminal objective, each enabling
objective in their notebook, and their notes and ask themselves whether they will
need to perform the terminal objective and/or any one or more of the enabling
objectives in a new setting in which they will have to transfer or adapt what they
have learned to solve problems in increasingly challenging and novel situations
and be able to ask themselves appropriate questions for each knowledge type and
that will help them apply their learning to their future job or field setting and write
their questions for each knowledge type in their notebook.
Prerequisite analysis (enabling objectives).

● Know the terminal objective of the material to be learned

● Know the enabling objectives of material to be learned

● Know what questions that provide deeper meaning and understanding are

● Know what novel and challenging problems are

● Identify a novel setting in which they will have to transfer what they have learned

● Identify the knowledge type to be transferred.

● Write appropriate questions for each knowledge type.

● Be able to ask yourself questions that provide deeper meaning and understanding
or the material
LEARNING HOW TO LEARN 77

● Be able to apply what you learn more easily to new and challenging situations and
problems
Learning activities.

● After introduction and attention activities, assess prior knowledge of the meaning
of terminal and enabling objectives and how to select, adapt, and implement them
in different settings and contexts and what questions that provide deeper meaning
and understanding are, what a novel problem is, and what challenging problems
are.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of identifying a learning objective, and assessment

● Model any necessary procedures for identifying learning objectives

● Model how to use the general questions to generate specific questions that are
relevant to the content of a specific lesson. Then model how to answer the
specific questions based on the content of the lesson.
● Provide opportunities for practice and feedback

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for writing the appropriate questions for each knowledge
type in their notebook.
● Provide opportunities for practice and feedback
LEARNING HOW TO LEARN 78

● Provide the opportunity to transfer learning to their own notebook.

Assessment.

● When reading a textbook, watching a slide presentation or other media in a
lesson, learners will be able to review the terminal objective, each enabling
objective in their notebook, and their notes and ask themselves whether they will
need to perform the terminal objective and/or any one or more of the enabling
objectives in a new setting in which they will have to transfer or adapt what they
have learned to solve problems in increasingly challenging and novel situations
and be able to write the appropriate questions for each knowledge type in their
notebook and that will help them apply their learning to their future job or field
setting per the rubric.
Unit 7: How to reflect, evaluate the effectiveness, and revise strategies used in achieving the
learning task as required. (Smith & Ragan, 2005)
Terminal learning objectives.

● Given a learning task or course, learners will be able to reflect, evaluate the
effectiveness, and revise strategies used in achieving the learning task as required
to meet the objectives and assessments and write the their reflections in their
notebook.
Prerequisite analysis (enabling objectives).

● Know why appropriate strategies are successful to meet the objectives and
assessments
LEARNING HOW TO LEARN 79

● Know why inappropriate strategies are not successful to meet the objectives and
assessments.
● Be able to evaluate the strategies used in Units 1-6 as required to meet the
objectives and assessments
● Be able to reflect on the strategies used in Units 1-6 and determine why some
strategies worked and some did not and then revise accordingly using Smith &
Ragan (2005) Impediments to Strategy Use.
Learning activities.

● After introduction and attention activities, assess prior knowledge of the meaning
of revising strategies as required to meet the objectives and assessments is.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
● Provide opportunities for learners to generate their own examples and non-
examples.
● Assess their prerequisite skills of revising strategies as required to meet the
objectives and assessments
● Model asking and answering the questions using Smith and Ragan (2005)

Impediments to Strategy Use questions.

1. Low skill in strategy use. Do I have low skill in strategy use -
identifying strategy needed and applying it to the correct context?
2. Low motivation. Do I have low motivation - applying conscious and
willful effort, did I pay attention, was this material relevant to me, do I
have confidence I can do this?
LEARNING HOW TO LEARN 80

3. Learners’ feelings of self-efficacy are low, and attributions of
success are external. Do I believe the extra effort in using a strategy
will pay off?
4. Learners’ lack of awareness of their own memory and processing
characteristics. Do I have enough awareness about my own cognitive
capabilities to determine strategy use when needed? Did I reflect on
my own cognition and predict when I need extra support of a strategy?
5. Lack of knowledge of task characteristics. Do I know the type and
depth of cognitive activity that is required to achieve the goal of the
learning task? Did I assess the match between 1) my memory and
processing characteristics, and 2) the learning task? If learners don’t
know what they are to learn and the depth of understanding they must
have then how will they know what strategies to use?
6. Devoting/allocating insufficient time. Did I allow myself enough time
to engage strategies and process the material and reflect on what I
learned from the material?
7. Insufficient content knowledge. Do I have enough prior content
knowledge not to be overwhelmed by this new material?
● Provide opportunities for practice and feedback.

● Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
● Demonstrate procedure for revising strategies as required to meet the objectives
and assessments.
LEARNING HOW TO LEARN 81

● Provide opportunities for practice and feedback.

● Provide the opportunity to transfer learning to their own notebook.

Assessment. Learners will revise the strategies as required to meet the objectives and
assessments and write them in their notebook.
Scope and Sequence Table
Table 2

Scope and Sequence Table

I = Introduce, R = Reinforce, M = Master

Curriculum Outcomes and Units 1 2 3 4 5 6 7 S
Identify the terminal and enabling learning
objectives and assessment, and analyze the
motivational (value, self-efficacy, emotion) and
self-regulation demands of the learning task.
I R R R R R R M
Recognize the way that textbooks and other
media are organized. (L2L 1)

I R R R R R M
Identify and learn the four types of knowledge
you need to meet the objectives and assessment.
(L2L 2)

I R R R R M
Use analogies to learn more quickly and
effectively. (L2L 3)

I R R R M
Use memorization strategies when required (L2L
4)

I R R M
Write and answer study questions that lead to
better skill application, transfer and adaptability
and speed learning of complex information.
(L2L 5, 6)

I R M
Reflect, evaluate the effectiveness, and revise
strategies used in achieving the learning task as
required. (S&R)
I R R R R R R M
LEARNING HOW TO LEARN 82

Delivery Media Selection

Clark, Yates, Early, and Moulton (2010) provide a framework for media selection based
on guided experiential learning (GEL), which emphasizes three key factors essential to the
selection process. According to Clark, Bewley, and O’Neil (2006) media does not affect
learning; it is the instructional methods that impact cognitive processes involved in learning. It is
important that the content to be learned is presented in a manner that is compatible with human
cognitive architecture, so this means minimizing extraneous information and organizing
information to help learners learn the content effectively and efficiently. Therefore, Clark et al.
(2010) recommend a two-step process to selecting media by first determining the instructional
methods which will be used to deliver the content and then choosing the media that best support
these methods.
Key Considerations in Choosing Media

According to Clark, Yates, Early, and Moulton (2010), the three key factors are vital to
determining media selection are conceptual authenticity (media’s adequate depiction of
necessary conditions to apply new learning), immediate feedback (immediate corrective
feedback) and special sensory requirements (sensory requirements besides visual and auditory).
Table 3 shows the correlation between key considerations and this curriculum.
LEARNING HOW TO LEARN 83

Table 3

Summary of Media Selection Considerations

Key Factors for Media Selection Relation to M3L Curriculum
Conceptual authenticity - can the media
adequately depict the conditions required for
learners to apply new learning?
Yes, the summative assessment is a web-
based tool that students can interact with, so
the choice to deliver the information online
makes the most sense.
Immediate feedback - is there a need for
immediate corrective feedback?
Not necessarily, but feedback will be given
using the interactive tutorials that provide
learners with guidance.
Special sensory requirements - does
instruction require sensory information
beyond visual and aural?
No, all sensory information is limited to visual
and aural.

General Instructional Platform Selection

The most cost-effective way to deliver the curriculum content will be to use an online
platform that employs a combination of videos and interactive tutorials that provide
asynchronous individual instruction that learners can access at their own pace.
van Merriënboer and Kirschner (2018) developed the four-component instructional
design (4C/ID) model to address the need for an aggregate approach to education. 4C/ID
emphasizes the development of knowledge, complex skills and professional competencies,
practical authentic application, and self-directed and self-regulated learning skills as well as
information literacy skills essential for lifelong learning (van Merriënboer & Kirschner, 2018).
This whole-task approach incorporates social constructivism from the learning sciences,
creating new schema, and integrative goals from instructional design, deliberate practice and
timely feedback, building on “versions of the whole task” taught from simple to complex or part-
tasks to whole-task. The 4C/ID model, constitutive to meaningful learning, harnesses the “best of
both worlds” (van Merriënboer & Kirschner, 2018).
LEARNING HOW TO LEARN 84

The curriculum content, delivered asynchronously, employs the 4C/ID model when
applicable to provide the opportunity for learners to exercise agency in their own learning.
Figure 8 illustrates the four basic components of 4C/ID, learning tasks, supportive
information, procedural information, and part-task practice (van Merriënboer & Kirschner,
2018).

Figure 8: A Schematic Training Blueprint for Complex Learning and the Main Features of Each
of the 4C/ID Components (van Merriënboer & Kirschner, 2018).
Specific Media Choices
The benefits of electronic media, such as video recordings and a learning management
system, are access to a wider audience and consistency of content delivery.
Conceptual authenticity. The weekly formative and culminating summative
assessments (online journal portfolio) are a web-based tool that learners can interact with, so the
choice to deliver the information online is the most cost effective while providing consistent
access.
Feedback. To provide the most cost effective, timely, consistent feedback, immediate
feedback will be given using interactive tutorials that provide learners with guidance.
LEARNING HOW TO LEARN 85

Sensory requirement. Since there is no sensory requirements beyond normal aural and
visual requirements, an online environment is appropriate.
Table 4

Specific Media Choices

Media Purpose Benefits
Online Delivery Platform M3L is online and is
asynchronous. Store all the
learning objects and artifacts
online.
The content will be delivered
online to increase access and
consistency. Also, cost
effective, environmentally
friendly and sustainable.
Videos for presentation Short video clips will be
shown at the beginning of
each unit to introduce learners
to the information they will
be covering. Prerequisite
knowledge will be covered in
these videos.
The use of videos will help
address the following
principles: segmenting
principle, pre-training
principle, and modality
principle. By segmenting the
videos to match the pace of
the learners, they will be able
to learn the concepts more
thoroughly (Mayer &
Chandler, 2001). By using
the videos to pre-train
learners on concepts, they
will better understand
subsequent narrations. The
benefit of the videos is that
they can present graphics and
narration at the same time.
Interactive video for practice
and feedback and assessment.
The summative assessment is
the M3L reflective journal
portfolio, so each component
will be broken down using an
interactive tutorial that
specifically instructs learners
how to fill out each section.
The interactive video can
provide learners with
immediate corrective
feedback as needed.
LEARNING HOW TO LEARN 86

CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN

Implementation of the Course

The implementation of an innovation occurs in six stages: awareness, interest, evaluation,
trial, adoption, and integration (Smith & Ragan, 2005). The first stage, awareness, is exposure to
and being cognizant of an innovation, therefore learners will be informed that the M3L program
exists and is available for them to enroll in. This would involve a marketing plan for promotional
purposes. The target audience are adult learners therefore relevant social media outlets for online
educational companies, industry leaders - corporations who may have the financial capital and
interest to develop a training program for employees, and universities with a substantial base of
followers would need to be identified and a tailored marketing message created for each as part
of the overall marketing plan. This type of outreach addresses as many potential participants as
possible. The second stage, interest, occurs when potential participants seek out additional
information about the innovation. For example, they may ask questions regarding the content of
the M3L program and how it is delivered. The program website would designate a page
providing information about each unit as well as describe the use of evidence-based research in
the design and development of the program. In the third stage, evaluation, potential participants
will assess whether or not the program is of value to them. If they determine the program is
worth their effort, they may decide to try out the M3L program on a trial basis, which is the
fourth stage, to substantiate their decision. The trial would consist of the course overview and
unit one. If they decide to stop the program they will receive a refund for their intent to enroll
fee, if they decide to enroll in the full program that fee will be applied towards the total cost of
the program. As part of the inaugural launch the program would offer five individuals full
scholarships requiring a commitment to enroll in the full program and provide a video testimony
LEARNING HOW TO LEARN 87

of their experience after successful completion, with the understanding these videos will be used
for future marketing purposes. After the trial of the program, all participants will evaluate their
experience and decide if they will complete the program in full. Online evaluations will be
provided. Evaluation questions will include ease of use, perceived usefulness of the content, and,
length of time needed to complete sections of the program. Once they have decided to make full
use of the program they are in the adoption stage, or stage five. There will not be a limit to
enrollment for this online asynchronous program and feedback will be solicited at the end of
each unit to improve user experience. This evaluation is most important because it will measure
the usefulness of the innovation and will inform the final stage, stage six, integration. The
integration stage would be the routine use of the innovation.
Smith and Ragan (2005) posit that formative and summative assessments monitor the
degree of fidelity of implementation. Essentially, these assessments indicate the extent to which
an innovation is being used the way it was intended. A consistent increase in enrollment and
positive feedback will determine the adoption and future integration of the M3L program. A
successful inaugural offering of the program could lead to the innovation being offered
nationally and/or globally as a standalone program or integrated into an existing program.
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
The goal of this curriculum is to teach adult learners how to become lifelong self-
regulated, self-sufficient, independent learners in any learning context. Delivered via an online
platform, this asynchronous seven unit course will enable learners to identify, evaluate, and
apply appropriate cognitive, learning and motivation strategies based on course content and have
a deeper understanding of the metacognitive component of meaningful learning. Learners will
LEARNING HOW TO LEARN 88

produce a reflective journal portfolio of artifacts, including self-reflections, strategic learning
plans and course analysis they will be able to utilize in their everyday lives. This course will
support adult learners in performing their jobs more effectively and contributing to their
organization in meaningful ways as well as provide the knowledge and skills to achieve their
goals successfully.
Evaluation Framework

In order to provide the highest level of quality and utilization, the M3L program will
employ the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) to establish an
integrated implementation and evaluation plan. The New World Kirkpatrick Model is an
evaluation model designed to gather data across four levels: Level 4 Results-evaluates the
outcomes and their correlation to the training, Level 3 Behavior-measures the level of application
of what is learned from the course, Level 2 Learning-measures the extent to which participants
acquire the knowledge, skills, and attitude required to implement what is learned in the course,
and Level 1 Reaction-measures participants’ overall satisfaction with the program or training
(Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick Model incorporates new
elements to help institutions customize the four levels as well as clarifies some misconceptions
of the model. For example, institutions tend to overvalue Levels 1 and 2 and often believe Levels
3 and 4 are too costly (Kirkpatrick & Kirkpatrick, 2016). The New World Model evaluates from
top-down, examining the broadest level first, Level 4 Results, in order to focus on overarching
outcomes and hone in on what is most important. The following sections elaborate on the four
levels as applied to the M3L program.
LEARNING HOW TO LEARN 89

Level 4: Results and Leading Indicators

Level 4 Results examine whether or not training resulted in achieving an organization’s
targeted outcomes (Kirkpatrick & Kirkpatrick, 2016). For the purposes of the M3L program, the
targeted outcome is to teach adult learners how to become lifelong self-regulated, self-sufficient,
independent learners in any learning context. In order to determine if a targeted outcome will be
achieved, leading indicators need to be identified and monitored. Leading indicators are “short-
term observations and measurements that suggest that critical behaviors are on track to create a
positive impact on the desired results” (Kirkpatrick & Kirkpatrick, 2016, p. 66). An important
implication for beginning an evaluation program with level four is to avoid misalignment in an
organization. Such misalignment could result in ineffective use of limited fiscal resources and
inability to meet the organization’s mission and vision. Starting with level four allows an
organization to maintain focus on outcomes and the leading indicators required to achieve those
outcomes. Table five outlines the outcomes, metrics, and methods that will be used to monitor
internal and external leading indicators for the M3L program.
Table 5

Indicators, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increased social,
traditional, and industry
media attention
Number of press features, in
print and online, regarding the
M3L program
Develop rapport and
partnerships with media
Increased program
reputation and prestige
National and Global online
program rankings
Reporting organizations such as
USNews & World Report
Increased number of
organizations integrating
Number of national and global
partnerships who have
Universities, community
colleges, online companies such
LEARNING HOW TO LEARN 90

the program into their
educational development
offerings/programming/tr
aining
integrated the M3L program
into their educational
development
offerings/programming/training
as Udacity, Coursera,
corporations such as Google,
AT&T, Deloitte, Microsoft,
Amazon, Warner Bros., Sony,
Disney
Increased brand
recognition
Surveys, website traffic, social
media trends
Develop branding surveys, track
and analyze website traffic
statistics and social media
trends using the #M3L or
mention the program
Internal Outcomes
Increased learner
satisfaction and self-
efficacy
Positive feedback on course
evaluations
Record of feedback from survey
evaluations collected via M3L
platform
Increased learner
engagement
Number of units completed and
participation interactive videos
Record of completed units via
M3L platform data and record
of participation interactive
videos
Increased number of
learners who apply the
learning, motivation and
metacognitive strategies
in their everyday lives
with the help of their
reflective journal
portfolios throughout the
program
Percentage of learners who
complete the M3L program and
have applied the learning,
motivation and metacognitive
strategies in their everyday lives
with the help of their reflective
journal portfolios throughout the
program
Record of learner responses on
course evaluation conducted at
the end of the M3L program

Level 3: Behavior

Critical behaviors. The New World Model (Kirkpatrick & Kirkpatrick, 2016) considers
level three to be the most critical component of the four levels. Level 3 Behavior is the result of
learners applying what they learned during the training in their everyday lives. Critical behaviors
work in concert with required drivers that monitor, reinforce, encourage, and reward the
LEARNING HOW TO LEARN 91

completion of the behaviors (Kirkpatrick & Kirkpatrick, 2016). Level 3 Behaviors are essential,
observable steps learners must take to complete an objective, while required drivers are the
methods to be implemented in order to support the continuation of the behaviors. This cycle of
continuous improvement will result in the achievement of Level 4 Results. Many organizations
find taking these necessary steps challenging (Kirkpatrick & Kirkpatrick, 2016). For this reason,
Table six outlines the critical behaviors necessary to ensure that proper monitoring and
improvement of the M3L course is well supported.
Table 6

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical Behavior Metric(s)
Method(s)
Timing
At the end of the M3L
program complete the
summative reflective
journal portfolio
Completion of all
online units including
interactive videos,
quizzes and all
sections of each unit
in the M3L program
Record of reflective
journal portfolio
progress on M3L online
platform
Automatic weekly
reminders to
complete online
units
Successfully apply at
least two M3L
strategies to a work
project or
current/future
academic course
M3L strategies
applied appropriately
to a work project or
current/future
academic course
Self-report. Record
applied strategy
progress and reflections
in an online
notebook/journal
(Google docs)
Ongoing (repeat
process for each
new M3L strategy
applied to new work
project or
current/future
academic course)
Successfully apply
M3L learning and
motivation strategies
to professional
development training
M3L strategies
applied appropriately
to professional
development (career
change, promotion,
newly required job
skills)
Self-report. Record
applied strategy
progress and reflections
in an online
notebook/journal
(Google docs).
Feedback from manager
or reporting officer on
progress
Ongoing (until
professional
development
training is
completed)
LEARNING HOW TO LEARN 92

Required drivers. Motivation and organizational influences that are necessary to drive
the achievement of the stakeholder outcomes include reinforcing, encouraging, rewarding, and
monitoring participants. These drivers will be key to supporting the completion or continuation
of critical behaviors. Kirkpatrick and Kirkpatrick (2016) explain that support methods are meant
for learners who try, but fail to complete critical behaviors, and accountability methods are
directed at learners who did not try at all. Although the M3L program is an online program,
learners will still receive support, encouragement and monitoring. For example, the interactive
videos embedded in the program provide learning scenarios including tips, best practices,
definition of terms, brief explanation narrative where applicable and links for further information
or research on a given topic. When learners encounter an interactive scenario or quiz and they
select the incorrect answer they will be encouraged to keep trying and will be provided with why
the answer they selected was incorrect. Also, as a method of monitoring or accountability,
learners have unlimited attempts until they select the correct answer and will not be able to move
onto the next section until they do so. M3L learners are encouraged to practice their self-
regulatory skills by monitoring their own critical behaviors for a successful learning experience.
Table seven outlines the methods, timing, and supported critical behaviors.
Table 7

Required Drivers to Support Critical Behaviors

Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing

M3L program automatically
generates a series of reminder
messages to work on
materials and meet upcoming
deadlines, either email or text
Weekly or monthly All
LEARNING HOW TO LEARN 93

or both, the participant
customizes the delivery

Job aids in the form of
checklists utilized during the
online units
Ongoing (can be used to
revise their reflective journal
portfolio for use after the
program)
All
Encouraging

Video testimonials about the
positive impact M3L had on
the participants once a month
after completion of the
program
Monthly, starting one month
after completion of the
program
All
Rewarding

Learners can earn points for
completing tasks when they
track their progress on the
M3L portal. After reaching a
predetermined amount of
points online badges will be
awarded and are redeemable
towards future training
modules. Points and badges
earned are tracked using a
leaderboard viewable by all
participants.
Ongoing All
Online
newsletters/announcements
with “high impact” or most
badges earned or success as a
result of what they learned in
the program testimonials (no
longer than 2-3 minutes
videos) the participants
upload themselves.
Monthly, quarterly, annually All
Monitoring

Learners can self-monitor
their progress using the M3L
portal.
Ongoing All
LEARNING HOW TO LEARN 94

Organizational support. The new Kirkpatrick and Kirkpatrick (2016) model goes
beyond observing whether learners are using their new knowledge. It measures the extent to
which the whole organization supports the learners using their new knowledge. In most cases,
the participants are learning this new curriculum in the context of a larger organization, broadly
defined as a university; business; non-profit, etc. Kirkpatrick and Kirkpatrick (2016) explain
each learner has a set of critical behaviors that are connected to multiple leading indicators for
the success of the organization. These learners need buy-in and support from their organizations
in order to perform their critical behaviors especially post-program. The M3L program is a
standalone asynchronous online program designed to support learners during and after
completion. For example, the M3L program collects full contact information of participants at
the beginning of the program, establishes trust with learners during the program through
immediate feedback generated via the interactive tools and creates an open and transparent
communication channel with learners by sending out newsletters and updates. Ideally, the M3L
program will be incorporated into organizations such as universities or corporations who seek to
expand their reach through educating the existing and incoming stakeholders, students and
employees. In these situations, buy-in will negotiated by offering to customize the M3L program
to fit the needs of the organization. The M3L program will be released only after an agreement
has been made as to how stakeholders will be supported and held accountable..
Level 2: Learning

Learning goals. Learning goals describe what learners need to know and be able to do
following the implementation of the M3L program in order to perform the critical behaviors
throughout the duration of the program. The goal of the M3L program is to prepare adult learners
to become lifelong self-regulated, self-sufficient, independent learners in any learning context.
LEARNING HOW TO LEARN 95

Learners will demonstrate highly motivated, self-regulated and highly efficient metacognitive
skills in learning and performance. In any learning context, learners who have completed the 10
unit online asynchronous program will be able to apply learning and motivational strategies that
result in more effective and efficient performance results demonstrated by increased knowledge
transfer, and performance scores.
Components of learning evaluation. Kirkpatrick and Kirkpatrick (2016) state it is
important to evaluate the degree to which participants obtain the intended knowledge, skills,
attitude, self-efficacy, and commitment based on the learners engagement in training. The
purpose of learning is to perform a job with greater efficiency and to contribute to an
organization in ways that were not available or accessible before a course or training
(Kirkpatrick & Kirkpatrick, 2016). Table eight below outlines the methods that will be employed
to evaluate learning under each category.
Table 8

Evaluation of the Components of Learning for the Program.

Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks using the interactive
platform of the M3L portal
During each online unit
Complete multiple choices quizzes and
interactive video segments to check
acquired knowledge
During each online unit
Complete and submit assignments During each online unit
Procedural Skills “I can do it right now.”

Transfer of what learners learned in each unit -
applying it to their own situation
At the end of each online unit, where learners
will fill out portions of their reflective journal
portfolio using the checklists provided
LEARNING HOW TO LEARN 96

During the course when learners answer
questions using the interactive video segments
During each online unit
Attitude “I believe this is worthwhile.”

Pre- and post-tests of learners’ feelings
towards the M3L program
Before and after completion of the M3L
program
Reflections and big takeaways During each online unit and after completion
of the M3L program
Confidence “I think I can do it on the job.”

Pre- and post-tests of learners’
attitudes/feelings towards applying what
they’ve learned in their everyday lives (work
project, other courses) to see if they feel more
confident after completing the M3L program
Before and after completion of the M3L
program
Commitment “I will do it on the job.”

Create action plans of how to implement
new skills (included in their reflective
journal portfolio and big take-aways)
During and post-training
Submit 2-3 minute videos demonstrating that
learners have successfully applied what they
learned in the M3L program
Post-training

Level 1: Reaction

The New World Kirkpatrick Model (2016) incorporates the evaluation of learners’
perceptions of and reactions to the course. Level 1 Reaction methods measure engagement,
relevance, and participant satisfaction. These initial reaction results are important to assess so
that any necessary modifications can be made for the next iteration. With adult learners it is
essential to determine if they felt the program was of value and provided practical skills and
knowledge they were able to apply in real-world settings. Table nine indicates the time of
evaluation and which tools will be used to measure learner reactions to the course.
LEARNING HOW TO LEARN 97

Table 9

Components to Measure Reactions to the Program.

Method(s) or Tool(s) Timing
Engagement

Participants’ self-reflection journal portfolios During each online unit
Learners complete practice scenarios and
assignments/tasks
During each online unit
Big take-aways survey (1 or 2) At the end each online unit
Course evaluation At end of M3L program, and six months after
the program.
Relevance

One-item survey Midway through each online unit
Course evaluation At end of M3L program, and six months after
the program
Participant Satisfaction

Big take-aways survey (1 or 2) At the end each online unit
Course evaluation At end of M3L program, and six months after
the program

Evaluation Tools

This section offers descriptions of evaluation tools that are to be used for this course. The
evaluation tools are provided in the evaluation instruments in the appendices (see Appendices C
and D).
To assess the efficacy of the M3L program, evaluation instruments will be administered
to the participants immediately following the program implementation and delayed for a period
of time after the program implementation. Feedback from course evaluations will help the
curriculum developer gauge the program on all four levels of the New World Kirkpatrick (2016)
LEARNING HOW TO LEARN 98

method with particular attention to ease of use and clarity of information and usefulness of
content in the first iteration of the M3L program. Kirkpatrick and Kirkpatrick (2016) suggest the
Blended Evaluation approach in order to maximize survey results and prevent survey fatigue,
therefore questions will be designed to address as many of the levels as possible.
Immediately following the program implementation. The pre-course evaluation that is
administered immediately following the program implementation focuses on Levels 1 and 2
because these levels gauge immediate reactions and whether or not learners actually acquired the
skills they were meant to acquire during the program. The evaluation contains statements about
usefulness of the content and enjoyment of the program. A Likert scale from 1 to 7, ranging from
strongly disagree (1) to strongly agree (7), was used, as well as a section for an open-ended
question where participants can comment on any aspect of the program. The feedback from this
evaluation can be quickly implemented for the next iteration of the program (see Appendix C).
Delayed for a period after the program implementation. The post-course evaluation
that is delayed for six months after the program implementation includes all four levels of the
New World Kirkpatrick (2016) method because sufficient time has passed to evaluate Levels 3
and 4. The evaluation contains reflective statements to gauge Levels 1 and 2, but also includes
statements that rate how well the program content was applied (Level 3) and positive outcomes
after completion of the program (Level 4). A Likert scale from 1 to 7, ranging from strongly
disagree (1) to strongly agree (7), was used, as well as a section for an open-ended question
where participants can comment on any aspect of the program. The feedback from this
evaluation will inform the curriculum designer about whether or not the program was effective.
These results will be incorporated into the next iteration of the program (see Appendix D).
LEARNING HOW TO LEARN 99

Conclusion to the Curriculum Design

In a fast-paced world disrupted by the demands of technology and an unpredictable
economy, one of the keys to survival is continuous training or education. With many adults
changing careers multiple times during their lifespan and employment in occupations requiring
more education and training is on the rise, individuals are realizing that retraining and upgrading
their skills needs to be a lifetime commitment. The aim when designing this curriculum was
adult learners who complete this course will have the ability to reflect on and develop a strategic
plan for their own learning in any learning context. They will have the ability to identify,
evaluate, and apply appropriate cognitive, learning and motivation strategies based on course
content as well as a deeper understanding of the metacognitive component of meaningful
learning.
LEARNING HOW TO LEARN 100

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LEARNING HOW TO LEARN 113

Appendices

Appendix A

Unit Lesson Plans and Materials

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Course Overview

Overview of the Units:

1. Identify the terminal and enabling objectives, and assessment for learning task,
and organize them in their notebook, and analyze the motivational (value, self-
efficacy, emotion) and self-regulation demands of the learning task.
2. Recognize the way that textbooks and other media are organized. (L2L 1)
3. Identify and learn the four types of knowledge you need to meet the objectives
and assessment. (L2L 2)
4. Use analogies to learn more quickly and effectively. (L2L 3)
5. Use memorization strategies when required. (L2L 4)
6. Write and answer study questions that lead to better skill application, transfer and
adaptability and speed learning of complex information. (L2L 5, 6)
7. Reflect, evaluate the effectiveness, and revise strategies used in achieving the
learning task as required. (S&R)

Each lesson will consist of the following components:
1. Learning Objective: What you will be able to do, in what context and to what
standard, when you finish this lesson that you were not able to do when it started.
2. Reasons for the Lesson: Answers the questions about value and utility such as:
“Why is learning to do this important to you?” “What value does it hold for you,
your job, mission or your team?” ‘What risk will you avoid if you learn it?”
3. Overview: A visual model of the location of this lesson in the larger course and
sequence of lessons.
4. Concepts, Processes and Principles: Any new terms and definitions,
descriptions of how things work, and cause and effect principles that you need to
perform the learning strategies procedures.
5. Demonstration of Procedure. A demonstration of the L2L learning strategy you
will learn using the material from the current course you are taking.
6. Practice the Procedure: Opportunities to practice the learning strategies using
content from the current course you are taking, and receive feedback on how to
adjust your strategy to successfully perform the learning strategy based on a
checklist of standard procedures.
LEARNING HOW TO LEARN 114

The skills in steps 1, 2, 4, 5 are generally referred to as selecting strategies that help
learners identify information they need to learn to achieve the learning objective. The skills in
steps 3, 6 and 7 are generally referred to as personalizing strategies that help learners connect
what they already know (prior knowledge) with new training, which results in meaningful
learning (Clark & Yates, 2009).
Scope and Sequence Table

I = Introduce, R = Reinforce, M = Master

Curriculum Outcomes and Units 1 2 3 4 5 6 7 S
1 - Identify the terminal and enabling learning
objectives and assessment, and analyze the
motivational (value, self-efficacy, emotion) and
self-regulation demands of the learning task.
I R R R R R R M
2 - Recognize the way that textbooks and other
media are organized. (L2L 1)

I R R R R R M
3 - Identify and learn the four types of knowledge
you need to meet the objectives and assessment.
(L2L 2)

I R R R R M
4 - Use analogies to learn more quickly and
effectively. (L2L 3)

I R R R M
5 - Use memorization strategies when required
(L2L 4)

I R R M
6 - Write and answer study questions that lead to
better skill application, transfer and adaptability
and speed learning of complex information.
(L2L 5, 6)

I R M
7 - Reflect, evaluate the effectiveness, and revise
strategies used in achieving the learning task as
required. (S&R)
I R R R R R R M
LEARNING HOW TO LEARN 115

Course Overview Plan and Developer’s Guide
Duration: 30 minutes

Course Overview Materials

Learner Characteristic Accommodations

Developer’s Notes

Instructional Activities
Instructional
Sequence
Time Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 5 Grab the learners’
attention by asking
about their learning
beliefs and
experiences.
Provide motivation
by describing
scenarios and
examples of
successful adult
learners who have
applied effective
motivation, study and
learning strategies.
Provide the overall
purpose of the course
to teach a person who
already has
Narrator will introduce the
course - Description,
strategies and goals
Narrator will ask Why
does learning come easy
to some and not others?
Ask learners to complete
the self-assessment
questionnaire regarding
how they currently use
strategies.
Questionnaire - beliefs,
environment, tactics, what
was your score? Scores
will be in categories and
depending on the score a
“helpful tip” will populate
Learners views the
video and
completes the self-
assessment
questionnaire.
(cannot move
forward to next
section until each
section is
completed)
Learners write
down their
personal goal for
the course and how
they can
immediately apply
it.
Presentation tools: videos, images, slides; handouts. Course overview and units will be
presented and completed in an online asynchronous environment. Learners will complete a
questionnaire on learning strategies.
Learners are adults who are motivated to become a more efficient and effective learner, but
may not have the confidence or skills. As adult learners, the practicality and usefulness of the
training must be emphasized throughout. This curriculum applies the Universal Design for
Learning (UDL) approach and is Government-wide Section 508 Accessibility Program (GSA)
compliant.
To informally assess learners’ prior knowledge, before beginning, ask questions of learners
relating to: their prior experience in applying learning and motivational strategies that result in
more effective and efficient learning and performance results; what interests them the most
pertaining to learning and motivation theories and principles; their knowledge of these subjects
and any teaching or pedagogy courses.
LEARNING HOW TO LEARN 116

knowledge of a
subject, how to be an
effective and efficient
learner.
Learners will
complete a brief
online self-
assessment
questionnaire.
the screen. One of the
goals is to increase your
score to 15pts (100%) by
the end of the course.
Ask the learners to write
down their personal goal
of what they want to get
out of the course and how
they would immediately
apply it.
Given the goal
learners will be
able to apply
metacognitive,
motivational and
learning strategies.
Course Goal 5 Introduce the course
goal and outcomes.
Present the course goal
and outcomes.
Learners connect
and match the goal
and outcomes to
their personal goal
and application.
Purpose for
the Course
10 Stimulate
motivation by
describing the
opportunity being
provided to the
learner and the risk
that will be avoided
if the course is
mastered.
Ask the learners to
answer questions such
as: “What is the value
for me in this course”
and “Can I do it?” and
“Will I need and use
what I will learn in my
job?”
Learners write
down their answers
and connect their
personal goals with
the course goals.
Course
Overview
10 Show all the units in
the course to provide
a mental model and
assist the learners to
organize their
learning. Show that
the sequence is “as
performed” or other
structure.
Provide a description
of the activities,
tools, and artifacts
that will be used in
each unit.

Show mapping skill,
connecting it to the
travel scenario - how
do we “map” out our
Ask the learners to follow
along and write down how
each unit helps them to
learn something new that
they have identified in the
previous slides.
Use a visual model to
show the units in the
course and how each
relates to achieving the
course goal. Describe the
reasoning for sequencing
the units.
Describe how the units are
structured, the overarching
design of the units, and
some of the common
components and activities
that each unit provides.
Learners follow the
model and make
notes of how each
unit applies to their
personal goals and
reasons for taking
the course.
LEARNING HOW TO LEARN 117

plan to get where we
are going?

Total Time 30
LEARNING HOW TO LEARN 118

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 1

Unit 1: How to identify terminal and enabling learning objectives, learning outcomes and
assessment, and organize them in a notebook, and analyze the motivational (value, self-
efficacy, emotion) and self-regulation demands of the learning task.

Learning activities.

 After introduction and attention activities, assess prior knowledge of the meaning
of what a learning task is, what a learning objective is, what a learning outcome
is, and what an assessment is, and how to organize them in their notebook, and
what task value is, self-efficacy is, emotional demands are, and self-regulation
demands.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of identifying a learning task, learning objective
and outcome, and assessment, analyzing task value, self-efficacy, emotional
demands, and self-regulation demands.
 Model any necessary procedures.
 Provide opportunities for practice and feedback.
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
 Demonstrate procedure for analyzing the motivational (value, self-efficacy,
emotion) and self-regulation demands of the learning task.
 Provide opportunities for practice and feedback

Assessment.

 Learners identify the learning tasks from the stated learning objectives, outcomes
and assessments and organize them in their notebook. Learners analyze the
motivational (value, self-efficacy, emotion and self-regulation demands of the
learning task and complete a self-assessment motivation questionnaire.

Unit Duration: 30 minutes

Introduction: This is the first unit in the seven unit course on learning how to learn.
Performance problems are the result of a lack of sufficient knowledge to perform the learning
task and achieve the learning objective. The purpose of this unit is to teach you how to identify
terminal and enabling learning objectives, learning outcomes and assessment, be able to select
and organize a course notebook, and to analyze the motivational (value, self-efficacy, emotion)
and self-regulation demands of the learning task.
LEARNING HOW TO LEARN 119

Learning Objective(s)

Lesson Materials

Learner Characteristic Accommodations

 Access to computer with internet for learning platform
 Online Handouts:
o Motivation Questionnaire by Mayer
o Strategies Worksheet
o Learning Objectives and Outcomes Definitions
o What are motivation & self-regulation demands? How are they influenced?
 Videos:
o “How I Decide Where To Travel Next” by Hey Nadine,
4:20, https://youtu.be/jNPt2e0-qqE
o Self-Regulated Learning video by Dr. Myron Dembo,
4:01, http://youtu.be/weSFo3Jk0qU
o “How to Pack for a Week in a Carry-On!” by Veronica Hill, 3:13
https://youtu.be/mzTZjK2ZbJ0
 Presentation slides
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
Enabling Objective(s):
 Know what terminal and enabling learning objectives are
 Know what a learning outcome is
 Know what an assessment is
 Know what a notebook is
 Be able to identify terminal and enabling learning objectives
 Be able to identify a learning outcome
 Be able to identify an assessment
 Be able to select and organize a course notebook
 Know what task value is
 Know what self-efficacy is
 Know what emotional demands are
 Know what self-regulation demands are
 Be able to analyze task value
 Be able to analyze self-efficacy
 Be able to analyze emotional demands
 Be able to analyze self-regulation demands
Terminal Objective:
 Given a learning task or course, learners will be able to identify the learning objectives,
outcomes, and assessments and organize and write them in their notebook, and will be
able to analyze the motivational (value, self-efficacy, emotion), and self-regulation
demands of the learning task and a self-assessment motivation questionnaire.
LEARNING HOW TO LEARN 120

Developer’s Notes

Instructional Activities
Instructional
Sequence
Ti
me
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
5 Gain attention by playing
a video using the travel
scenario.
Play 4:20 YouTube
video “How I Decide
Where To Travel Next”
video.
https://youtu.be/jNPt2e0-
qqE

This video depicts a
relatable scenario such as
travel.

Emphasizing - How do
you plan travel from
deciding where to go to
getting there and back,
and activities while
you’re there.

The same thing may
happen when faced with
a new learning objective.
Narrator pre-records all
audio such as “voice
over” images in
PowerPoint slides.

Narrator connects the
travel scenario and the
overview narrated video
of successful adult
learners to the value in
planning and applying
effective motivation &
learning strategies.

Use quote from Robert
Mager; often called the
father learning
objectives:
Robert F. Mager said, “If
you don't know where
you are going, any road
will take you there.”
OR
As Mager (1997) asks,
“If you don’t know
where you’re going,
how will you know
which road to take to
get there?” (p.14).
Learner listens and
watches video.

Learners will
identify questions
the presenter in the
travel video asked
herself that pertain to
the learning
objectives and
assessment, value,
self-efficacy and
mood/emotions and
write them in their
notebooks.
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction).

Due to the number of enabling objectives in this unit within this asynchronous course it is
divided into component tasks, part tasks (PT) and whole task (WT).

After the Gain Attention, Learning Objectives, Reasons for Learning, and Overview sections
then present the Part Tasks 1 (PT 1), knowledge demonstrated together, then PT 2, knowledge
demonstrated through practice, then finally the Whole Task (WT).
LEARNING HOW TO LEARN 121

Citation: Mager, R. F.
(1997). Preparing
instructional objectives
(3rd ed.). Atlanta, GA:
Center for Effective
Performance.

Every learning
opportunity has an
objective.

Narrator connects the
travel scenario video
with the learners on 3
motivation constructs in
learning when faced with
a new learning task and
its learning objective.

What are the learning
objectives?
How will I assess if I
achieved the
objectives?

Value: Is this useful for
me?
Self-efficacy: Am I
confident I can do it?
Mood/Emotions: Do I
feel like doing it?

Ask learners to identify
questions the presenter in
the travel video asked
herself that pertain to
Value, self-efficacy and
mood/emotions.

Learning
Objectives
1 Lesson objectives are
narrated while graphics
related to the objectives
flash on screen.
Narrator presents
objectives and gives
learners time to review
them.
Learners review
objectives.
LEARNING HOW TO LEARN 122

Learning Objective:
Given a learning task or
course, learners will be
able to identify the
learning objectives,
outcomes, and
assessments, select and
organize a course
notebook, and will be
able to analyze the
motivational (value, self-
efficacy, emotion) and
self-regulation demands
of the learning task and
organize and write them
in their notebook and
complete a self-
assessment motivation
questionnaire.

Reasons for
Learning
- Benefits
- Risks
1 Narrator states the
purpose or reasons for
learning and explains
benefits and risks while
images/animation flash
on screen.

Benefits: being able to
stay focused on
achieving learning
objectives, understanding
components and
demands of the learning
task in order to become a
more efficient, effective
and self-regulated
learner.
Risks Avoided: Not
achieving learning
objectives, not
understanding the
components and
demands of the learning
task, not being an
efficient, effective, self-
regulated learner.
Narrator states:

Benefits: being able to
stay focused on
achieving learning
objectives, understanding
components and
demands of the learning
task in order to become a
more efficient, effective
and self-regulated
learner.
Risks Avoided: Not
achieving learning
objectives, not
understanding the
components and
demands of the learning
task, not being an
efficient, effective, self-
regulated learner.
Learner listens to the
reasons for learning.
Visual symbols/icon
for benefits and risks
will be used and will
reference back to
introductory video -
“How I Decide
Where To Travel
Next” https://youtu.
be/jNPt2e0-qqE
LEARNING HOW TO LEARN 123

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
3 Activate prior knowledge
of the meaning of what
motivational (value, self-
efficacy, emotion) and
self-regulation demands
of the learning task are.

New Knowledge:
 What are some
key points of
self-regulation?
 What are some
learning
strategies for
meaningful
learning?
Activities:
Play Self-Regulated
Learning video by Dr.
Myron Dembo, 4:01,
http://youtu.be/weSFo3J
k0qU
Narrators describes prior
knowledge impact on
motivational (value, self-
efficacy, emotion) and
self-regulation demands
of the learning task and
importance to the
construct of new
knowledge.

Narrator plays the Self-
Regulated Learning
video; asks the learners
to write down the big
takeaways and ask
themselves have they
ever used any of the
strategies Dr. Dembo
mentions in the video?
Learners listens and
watches the Self-
Regulated Learning
video.

Learners may pause
the video at any time
to take notes in their
notebook of key
term definitions
and/or learning
strategies.

Learners write their
response in their
notebook to the
question about the
Dembo video.
Pre-
requisite
Knowledge
3 Learners will complete
Mayers
Motivation/Learning
Questionnaire.

PT 1: What you need to
do and how you know you
did it! Provide definitions
and examples and
nonexamples of all the
concepts you need to
know in order to create an
analogy.
Worked example: Using
our travel theme, think
about the things you need
to do before traveling like
packing a carry-on
suitcase, how would you
pack a suitcase efficiently
and effectively enabling
you to get as much
clothing packed as
possible? Watch the
Narrator asks learners to
complete the online
Learning Questionnaire.

Narrator asks learners to
follow along with the
definitions and examples
handout.

Narrator provides a
Worked example:
Using our travel theme,
think about the things
you need to do before
traveling like packing a
carry-on suitcase, how
would you pack a
suitcase efficiently and
effectively enabling you
to get as much clothing
packed as possible?
Watch the following
video “How to Pack for a
Week in a Carry-On!”
Learners complete
the online Learning
Questionnaire.

Learners will follow
along with the
narrator using the
definitions and
examples handout.

Learners will follow
along with the
worked example.

Learners will
complete the
interactive video
sequence by
providing their own
examples and
nonexamples of
what what a
learning task is, what
a learning objective
LEARNING HOW TO LEARN 124

following video “How to
Pack for a Week in a
Carry-On!” By Veronica
Hill - YouTube video
3:13
https://youtu.be/mzTZjK2
By Veronica Hill -
YouTube video 3:13
https://youtu.be/mzTZjK
2ZbJ0

PT 1: What you need to
and outcome are,
and what an
assessment is, and
what a notebook is,
task value is, what
self-efficacy is, what
ZbJ0 do and how you know emotional demands

List of terms learners
need to know in order to
understand the procedure
coming next. Learners
will follow along with
narrator using the
Learning Objectives and
Outcomes Definitions
handout.

Learning Goals,
Objectives &
Outcomes. Unpack
Definitions & When To
Use:
It is important to
differentiate between
learning goals,
objectives and outcomes
(Smith & Ragan, 2005).

Both goals and
objectives use the
language of outcomes.

The characteristic which
distinguishes goals from
objectives is the level of
specificity.

Goals express intended
outcomes in general
terms and objectives
express them in specific
terms.

Objectives are intended
results or consequences
you did it!
Narrator provides
opportunities in an
interactive video
sequence for learners to
generate their own
examples and non-
examples of what a
learning task is, what a
learning objective and
outcome are, and what
an assessment is and
what a notebook is, task
value is, what self-
efficacy is, what
emotional demands are
and what self-regulation
demands are.
At the end of the learner
generated sequence a
brief multiple choice
quiz will be provided to
assess their prerequisite
skills of
identifying what a
learning task is, what a
learning objective and
outcome are, and what
an assessment is, and
what a notebook is task
value is, what self-
efficacy is, what
emotional demands are
and what self-regulation
demands are.

PT 2: It is worth it, you
can do it, and feel good
about it!
are and what self-
regulation demands
are.

Learners will take a
brief multiple choice
quiz at the end of the
learner generated
sequence to assess
their prerequisite
skills of
identifying what a
learning task is, what
a learning objective
and outcome are,
and what an
assessment is, and
what a notebook is,
task value is, what
self-efficacy is, what
emotional demands
are and what self-
regulation demands
are.

PT 2: It is worth it,
you can do it, and
feel good about it!

Learners will learn
the concepts of what
value, self-efficacy
and emotions in
learning mood mean
or provide a
refresher by
providing definitions
and examples and
non-examples.
LEARNING HOW TO LEARN 125

of instruction, curricula,
programs, or activities.

Outcomes are achieved
results or consequences
of what was learned; i.e.,
evidence that learning
took place.

Objectives are focused
on specific types of
performances that
students are expected to
demonstrate at the end of
instruction. Objectives
are often written more in
terms of teaching
intentions, instructor-
centered, and typically
indicate the subject
content that the
instructor intends to
cover.

Narrator teaches learners
the concepts of what
value, self-efficacy and
emotions in learning
mood mean or provide a
refresher by providing
definitions and examples
and non-examples.

Narrator asks learners to
complete a brief multiple
choice quiz.

Whole Task (WT):
Narrator will
demonstrate what is a
notebook, why is it
important and what does
it look like.

Learners will
complete a brief
multiple choice quiz.

Whole Task (WT):
Learners will follow
along learning what
a notebook is, why is
it important and
what it looks like.
Learning outcomes, on
the other hand, are more
student-centered and
describe what it is that
the learner should learn
(Smith & Ragan, 2005).

PT 2: It is worth it, you
can do it, and feel good
about it!

Teach them the concepts
of what value, self-
efficacy and emotions in
learning mean or provide
a refresher by providing
definitions and examples
and non-examples. Ask
learners to follow along
with the handout titled:
What are value,
motivation & self-

LEARNING HOW TO LEARN 126

regulation demands?
How are they
influenced?
Learners will complete a
brief multiple-choice
quiz.
Whole Task (WT): What
is a notebook, why is it
important and what does
it look like.

Learning
Guidance
- Lecture
- Demo.
3 PT 1: What you need to
do and how you know you
did it!
Demonstrate how to
identify the learning
objectives, outcomes, and
assessments, select and
organize a course
notebook.

To maximize learning:
present new knowledge,
allow learners to digest,
raise questions, and
reflect. Provide
immediate feedback
within the interactive
video (scenarios with
solutions that learners
will click through as they
move through the video).
Learners cannot move
forward until they get all
scenarios correct.
(Multiple choice and
multiple attempts)

PT 2: Demonstrate the
procedure for analyzing
the motivational (value,
self-efficacy, emotion)
and self-regulation
demands of the learning
task.
PT 1: Narrator
demonstrates how to
identify the learning
objectives, outcomes,
and assessments, select
and organize a course
notebook.

PT 2: Narrator
demonstrates how to
identify task value, self-
efficacy, emotional
demands and self-
regulation demands
using a travel scenario
example.

Whole Task WT:
Narrator demonstrates
what is a notebook, why
is it important and what
does it look like.
Learner views the
presentation and
answers the
questions as they
progress through the
interactive video.

Learners will
identify the learning
objectives,
outcomes, and
assessments, select
and organize a
course notebook.

Learners will
identify the task
value, self-efficacy,
emotional demands
and self-regulation
demands via an
interactive video
with several
different scenarios.
They cannot move
on until they get all
scenarios correct.
(Multiple choice and
multiple attempts)
LEARNING HOW TO LEARN 127

Whole Task WT:
Demonstrate what is a
notebook, why is it
important and what does
it look like.

Practice
and
Feedback
5 PT 1:
Learners will
identify/analyze learning
objectives and
assessments of a learning
task.

PT 2:
Learners will
identify/analyze, task
value, self-efficacy,
emotional demands and
self-regulation demands
of a learning task.

Example scenario using
travel theme:
Think back to the Travel
video How to decide
where I want to go on
vacation video.
Let’s assume you are a
travel writer for the local
travel magazine and
there’s a hot new travel
destination you are
trying to decide if you
are going to this
destination.

What’s the value in you
going there?
You further investigate
and find out there are
many limitation, given
that you are a travel
writer what would be
your choice 1- a lot of
value in going, 2- little
value in going
PT 1:
Narrator will ask learners
to identify/analyze
learning objectives and
assessments of a learning
task.

PT 2:
Narrator will ask learners
to identify/analyze, task
value, self-efficacy,
emotional demands and
self-regulation demands
of a learning task.

Example scenario using
travel theme:
Think back to the Travel
video: How to decide
where I want to go on
vacation. You’ll use the
same thought process for
making a decision based
on the value, how
confident you are in
getting there, and how
you feel about it.

Let’s assume you are a
travel writer for the local
travel magazine and
there’s a hot new travel
destination you are
trying to decide if you
are going to this
destination.

Learners will ask
themselves: What’s the
value in you going there?
PT 1:
Learners will
identify/analyze
learning objectives
and assessments,
task value, self-
efficacy, emotional
demands and self-
regulation demands
of a learning task.

PT 2:
Learners will
identify/analyze,
task value, self-
efficacy, emotional
demands and self-
regulation demands
of a learning task.

Learners will reflect
on the travel video
How to decide where
I want to go on
vacation. And will
write in their
notebooks the
answers to the
following questions
based on the travel
writer scenario:
you are a travel
writer for the local
travel magazine and
there’s a hot new
travel destination
you are trying to
decide if you are
going to this
destination.
LEARNING HOW TO LEARN 128

3- as a travel writer
there’s a lot of value in
going

PT 2: Whole Task (WT):
What is a notebook, why
is it important and what
does it look like.
You further investigate
and find out there are
many limitations, given
that you are a travel
writer what would be
your choice 1- a lot of
value in going, 2- little
value in going
3- as a travel writer
there’s a lot of value in
going.

Whole Task (WT): What
is a notebook, why is it
important and what does
it look like.
Learners will ask
themselves: What’s
the value in going
there?
Learners will further
investigate and find
out there are many
limitations, given
that they are a travel
writer what would be
their choice 1- a lot
of value in going, 2-
little value in going
3- as a travel writer
there’s a lot of value
in going.

Whole Task (WT):
Learners will know
what is a notebook,
why is it important
and what does it
look like.
Authentic
Assessment
5 Learners are able to
analyze a current course
or one they want to take
and identify the learning
objectives, outcomes,
and assessments, select
and organize a course
notebook, and identify
the task value, self-
efficacy, emotional
demands and self-
regulation demands.

Learner takes a current
course or one they want
to take and ask these
same questions:
1. Can you find the
value?
2. Do you have the
confidence you
can achieve the
Narrator ask learners to
analyze a current course
or one they want to take
and identify task value,
self-efficacy, emotional
demands and self-
regulation demands.

Learner takes a current
course or one they want
to take and ask these
same questions:
1. Can you find the
value?
2. Do you have the
confidence you can
achieve the learning
objective?
3. Are you motivated to
choose and persist at
achieving this learning
objective?
Learners will
analyze a current
course or one they
want to take and
identify task value,
self-efficacy,
emotional demands
and self-regulation
demands.

Learner takes a
current course or one
they want to take
and ask these same
questions:
1. Can you find the
value?
2. Do you have the
confidence you can
achieve the learning
objective?
3. Are you motivated
to choose and persist
LEARNING HOW TO LEARN 129

learning
objective?
3. Are you
motivated to
choose and
persist at
achieving this
learning
objective?
If the answer is not Yes
to the above then here’s
what you need to do.
List motivation and
learning strategies.
If the answer is not Yes
to the above then here’s
what you need to do.
Ask learners to list
motivation and learning
strategies in their
notebooks.
at achieving this
learning objective?
Think back to the
Motivation
Questionnaire you
took at the beginning
of this unit.

If the answer is not
yes learners list
motivation and
learning strategies in
their notebooks.
Retention
and
Transfer
3 Performance
Observation and self-
report from the learner
indicating level of
success the learner had in
achieving his or her
learning goal based on
their appropriate
identification, diagnosis,
and applied solutions to
being able to identify
task value, self-efficacy,
emotional demands and
self-regulation demands
in a learning task or
course.

Transfer what you’ve
learned to your own
setting or scenario. Think
about another course you
are taking and analyze it
and write down the
learning objectives, and
the assessments, and task
value, self-efficacy,
emotional demands and
self-regulation demands
and organize them in
your notebook.
Narrator asks learners to
transfer what they’ve
learned to their own
setting or scenario. Asks
learners to think about
another course they are
taking and analyze it and
write down the learning
objectives, and the
assessments, the task
value, self-efficacy,
emotional demands and
self-regulation demands,
and organize them in
their notebook.
Learners will
transfer what they’ve
learned to their own
setting or scenario.
Learners will think
about another course
they are taking and
analyze it and write
down the learning
objectives, and the
assessments, the task
value, self-efficacy,
emotional demands
and self-regulation
demands, and
organize them in
their notebook.
LEARNING HOW TO LEARN 130

Big Ideas 30
se
c
Review and re-
motivate: Review the
“take aways” from this
unit and the application
of procedures. Connect
the importance of the
procedural knowledge to
the goals of the unit and
course.
Ask learners to use the
space provided to write
down three ideas and
strategies for applying
them. Also have learners
write these three ideas
and strategies in their
notebooks because they
will be added to their
personal portfolios.
Learners generate
three ideas and
strategies for
applying them and
write them in their
notebooks.
Be able to identify
terminal and enabling
learning objectives. Be
able to identify a
learning outcome. Be
able to identify an
assessment. Be able to
select and organize a
course notebook

Learners cannot move
forward until this has
been completed.

How to analyze the task
value, self-efficacy,
emotional demands and
self-regulation demands
of a learning task.

Advance 30 Connections made to Narrator “previews” next Learners write notes
Organizer se similar procedure for lesson by drawing or map connecting
for the Next c how to analyze learning connections between the ideas and
Unit

material such as a knowledge and strategies to unit 2

textbook, a slide motivation problems’

presentation or other procedural approach.

media. You will be able

to identify and write in

your notebook the key

points the

author/presenter intends

to convey and use them

to organize your learning

and ask yourself

questions that deepen

your understanding of

the material to be

learned.

Total Time 30

LEARNING HOW TO LEARN 131

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 1

Unit 1: LEARNING QUESTIONNAIRE (Mayer, 2011)
Instructions: Rate a few statements about how you see yourself as a learner. For each statement
check the number that best corresponds to your level of agreement (1 = Strongly Disagree and 5
= Strongly Agree).

I am interested in learning about
how learning works.
STRONGLY
DISAGREE
DISAGREE NEUTRAL AGREE STRONGLY
AGREE
I am good at learning the kind of
material in this course.
1 2 3 4 5
If I perform poorly on a section, it
is because I did not try hard
enough to learn.
1 2 3 4 5
In this course my goal is to
perform better than others.
1 2 3 4 5
In this course, I feel as if the
author/facilitator is working with
me.
1 2 3 4 5
The first statement is an example of motivation based on interest.
The second is an example of motivation based on your self-efficacy beliefs.
The third is an example of motivation based on attributions.
The fourth is an example of motivation based on your goal orientation.
The last is an example of motivation based on your sense of social partnership.

Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education.
LEARNING HOW TO LEARN 132

Unit 1: Terminal and Enabling Learning Objectives and Learning Outcomes

It is important to differentiate between learning goals, objectives and outcomes (Smith &
Ragan, 2005).

Both goals and objectives use the language of outcomes.

The characteristic which distinguishes goals from objectives is the level of specificity.

Goals express intended outcomes in general terms and objectives express them in specific terms.

Objectives are intended results or consequences of instruction, curricula, programs, or activities.

Outcomes are achieved results or consequences of what was learned; i.e., evidence that learning
took place.

Objectives are focused on specific types of performances that students are expected to
demonstrate at the end of instruction. Objectives are often written more in terms of teaching
intentions, instructor-centered, and typically indicate the subject content that the instructor
intends to cover.

Learning outcomes, on the other hand, are more student-centered and describe what it is that the
learner should learn (Smith & Ragan, 2005).

Terminal Learning Objectives
Definition
A Terminal Learning Objective (TLO) states the instructor's expectations of learner
performance at the end of a specific lesson or unit. Each TLO includes a condition, task, and
a standard.

Purpose
The TLO provides direction for lesson content. It guides the instructor to think through three
questions:
 Under what conditions (setting, supplies, equipment, etc.) will the learner be required
to perform the task? (condition)
 What will the learner be able to do as a result of completing this lesson? (task)
 How well must the learner perform the task to pass? (standard)

Guidance
 TLOs are written from the perspective of what the learner will do, not what the
instructor will do.
 TLOs target the performance required when learners are evaluated, Not what they will
do as part of the lesson.
LEARNING HOW TO LEARN 133

 TLOs are precise, observable, and measurable.
 TLOs are stated in active terms.
 TLOs may represent a fairly large block of instruction, but would rarely range beyond
a single lesson.
Enabling Learning Objectives
Definition
An Enabling Learning Objective (ELO) states the instructor's expectations of
learner performance and the steps in accomplishing the TLO.

Purpose
The ELOs specify a detailed sequence of learner activities. The ELOs usually generate the
outline for the instructional phase of a lesson plan. Enabling objectives cover all of the
cognitive, affective, and psychomotor skills learners need to master to meet the TLO. Enabling
learning objectives may require:
 Recall or recognition of facts
 Explanations or descriptions of procedures
 Paraphrasing of principles, theories, rules, concepts, or standards of conduct
 Demonstration of psychomotor skills
 Any other performance required to support the TLO

Guidance
 ELOs are written from the perspective of the learner and what he/she must do to
accomplish the TLO.
 ELOs are concise. State the requirement in clear, direct language. Keep the objective
as short as possible without sacrificing clarity.
 ELOs are unambiguous: State the learning objective precisely and clearly. If an ELO is
o “open to interpretation” it has not met the requirement for a good learning
objective.

The major learning objective is the Terminal Objective and it may require many Enabling
Objectives to achieve the Terminal Learning Objective. The Enabling Objectives would be
presented in instructional order.
LEARNING HOW TO LEARN 134

Unit 1: WHAT ARE MOTIVATION & SELF REGULATION DEMANDS? HOW ARE
THEY INFLUENCED?

Before you are able to analyze the motivational demands (task value, self-efficacy, and emotion)
and self-regulation demands of a learning task you need to understand what they are and how
they are influenced. Let’s unpack those factors in this handout that you will use throughout
this unit and for notetaking.

WHAT IS MOTIVATION? Motivation defined: “Motivation is the process whereby goal-
directed activity is instigated and sustained” (Pintrich & Schunk, 2002)

WHY IS MOTIVATION IMPORTANT? Learning and motivation are reciprocal. Your
motivation or effort is more important than natural ability and accounts for half of your
achievement in learning.

Think of a problem you may have with motivation to do something, ask yourself, Do I know how
to this task? Do I have everything I’ll need to do this task? Is this task meaningful or does it have
value to me?
Motivation is mostly a product of our beliefs about the amount of control we have over ourselves
(self-regulation), our problems and our goals. Beliefs and expectations are culturally based.

Key motivational or affective (moods, feelings and attitudes) factors for enhanced learning
are:
● Self-efficacy
● Value (importance, utility, interest, cost)
● Interest (situational, personal)
● Goals (concrete, current, challenging)
● Attributions (locus, stability, controllability) [best = internal, unstable, controllable]
● Goal orientation (mastery, performance)
● Emotions (e.g., anxiety, depression, anger)
Interest Learners of any age learn better when they are interested in the material.
Self-
Efficacy
Learners learn better when they see themselves as competent and able for the
task.
Attributio
ns
Learners learn better when they attribute academic successes and failures to
effort during learning.
Goals Learners learn better when they want to understand the material – less when they
want to outperform others.
Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education.
VALUE
Expectancy Value Theory
● Motivation is influenced by person’s expectancy for success and value for the task.
○ Can I do the task? (expectancy for success)
○ Do I want to do the task (value)
LEARNING HOW TO LEARN 135

● Taken together, expectancy and value are strong predictors of academic performance.
● Value is strong at predicting active choice.
● Expectancy is a strong predictor of achievement once the choice has been made.
Value Orientation
● You have different value orientations for different tasks.
● You can also have them all for the same task.
● Intrinsic value - Enjoyment one gets from the activity
● Extrinsic value - Utility or usefulness in terms of future goal
● Attainment value - Importance of doing well on the task
● Cost value - How much effort or other resources would be required to attain a goal
Motivational Principles Based on Expectancy-Value Theory
● Rationales that include a discussion of the importance and utility value of the
work/learning can help learners develop positive values.
● Modeling values and interest in the content of the lesson or training can foster positive
values.
● Activating personal interest through opportunities for choice and control can increase
motivation.
● Maintaining relatively accurate, but high expectations and perceptions of competence and
avoiding the illusion of incompetence, helps learners develop realistic expectancies for
success.
● Feedback, as well as actual success on challenging tasks, positively influence learners’
perceptions of competence.
● Focusing instruction to help learners develop their self-efficacy, rather than global self-
esteem, increases performance.
PROBLEMS WITH VALUE
● “Why bother?”
○ Doesn’t like task – likes others better
● Intrinsic value
■ So does not start
○ No important; sees no risk in avoiding task
● Attainment value
■ So does not start
○ No personal benefit in completing task
● Utility value
■ So does not persist
SOLUTIONS TO VALUE PROBLEMS
● Suggest: “Hold your breath”
○ Describe benefit of finishing task
● “Here is what you RISK by avoiding it”
○ Be honest – they must want to avoid the risk
● “You are good at this kind of task”
○ Remind them of past successes
● Insure fairness and trust
● If all else fails, consider offering a tangible and valued incentive
PROBLEMS WITH EXPECTANCIES
LEARNING HOW TO LEARN 136

● “I’m not good at ….” (math, science, etc)
○ General domain (versus task specific in S-E) ability
○ So they do not start
● “I’m a female; females don’t do well in ….”
○ Gender
○ Age
○ So they don’t start
● “I don’t know how to succeed at this”
○ What strategy will be rewarded?
○ So they don’t start
● “Look what happened last time I did this”
○ Attribution
SOLUTIONS TO EXPECTANCY PROBLEMS
● “You can do this!”
○ Maintain high expectations and perception of ability
○ Assign challenging but “doable” tasks
● “This is why you need to know this.”
○ Reasons for learning
● “How would you like to approach this task?”
○ Choice and control
HOW WE MEASURE EXPECTANCIES AND VALUES
● Likert scales asking for ranking of “importance” or “value”; Q sort; Observing people’s
behavior when faced with choices including the object of the measurement
● Examples:
○ For me, being good in math is (not at all important, very important) – attainment
value
○ In general, how useful is what you learn in math (not at all useful, very useful) –
utility value
○ In general, I find working on math assignments (very boring, very interesting) –
intrinsic value
SELF-EFFICACY
● Personal beliefs, expectations about one’s own capability to organize and implement
(agency)
● Actions necessary to achieve or perform at designated levels
What influences self-efficacy
● Experience
○ Past record of success and failure
● Observation
○ Watching others succeed or fail, especially if they are similar to the model (you)
● Persuasion
○ Verbal feedback
● Physiology
○ Body feedback: nervousness, nausea, anxious
Learners with high self-efficacy
● Choose more challenging tasks
LEARNING HOW TO LEARN 137

● Put forth greater effort
● Persist longer
● Use more complex learning strategies
● Experience less fear and anxiety
Principles of Self-Efficacy Theory
● High self-efficacy can positively influence motivation.
● Feedback and modeling increases self-efficacy.
Ask yourself these questions:
● Why do some people overestimate their self-efficacy?
● Why do some underestimate their self-efficacy?
● How can we help people who overestimate?
● How can we help those who underestimate?
Recall that self-efficacy is influenced by:
● Enactive attainment (learning by doing)
● Vicarious experience (learning by observing)
● Verbal persuasion
● Physiological states
● Personal context and outcomes
Increasing self-efficacy:
● Make it clear that learners are capable of learning what is being taught.
● Point out how learning will be useful in learners’ lives.
● Teach students learning strategies and show how their performances have improved as a
result.
● Provide accurate, credible feedback on progress in learning.
● Link rewards with progress.
● Use models that build self-efficacy and enhance motivation.
Assessing self-efficacy
● Likert scale that asks about a person’s confidence such as “I can achieve this specific
goal in this context” (Bandura, 1997).
○ Indicate how confident you are in your ability to: (examples)
■ Select the appropriate statistical methodology or qualitative analysis to
answer my research question.
■ Synthesize multiple sources of literature into a single synthesis statement.
■ Teach effectively in an urban school.
LEARNING HOW TO LEARN 138

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 2

Unit 2: How to recognize the way that textbooks and other media are organized. (L2L
Lesson 1) (Clark and Yates, 2009)

Learning activities.

 After introduction and attention activities, assess prior knowledge of the meaning
of what a key points are and use them to organize your learning and ask yourself
questions that deepen your understanding of the material to be learned.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of identifying a key point and questions that
deepen their understanding.
 Model any necessary procedures
 Provide opportunities for practice and feedback
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
 Demonstrate procedure for organizing key points for your learning and asking
questions that deepen the understanding of the material to be learned.
 Provide opportunities for practice and feedback
 Provide the opportunity to transfer learning to their own checklist.

Assessment.

 Given a textbook, watching a slide presentation or other media, you will be able
to identify and write the key points the author/presenter intends to convey and use
them to organize your learning and ask yourself questions that deepen your
understanding of the material you are learning.
LEARNING HOW TO LEARN 139

Unit 2: How to recognize the way that textbooks and other media are organized. (L2L
Lesson 1)

Unit Duration: 20 minutes

Introduction: This is the second unit in the seven unit course on learning how to learn.
Performance problems are the result of a lack of sufficient knowledge to perform the learning
task and achieve the learning objective. The purpose of this unit is to teach you how to recognize
the way that textbooks and other media are organized.

Learning Objective(s)

Lesson Materials

Terminal Objective:
 When reading a textbook, watching a slide presentation or other media, you will be
able to identify and write in your notebook the key points the author/presenter intends
to convey and use them to organize your learning and ask yourself questions that
deepen your understanding of the material to be learned.
 Lined spiral or otherwise bound notebook for taking study notes. (IF you use a
computer rather than a notebook, THEN type all of your notes into a text file
rather than write them by hand in a notebook.)
 Course textbook, or other written material from your current course.
 Access to computer with internet for learning platform
 Handouts:
o Unit 2: Five step procedure for recognizing the way textbooks and other media
are organized. (L2L, 2009)
o Unit 2: Prerequisite Knowledge: Key Point Self-Assessment
o Unit 2: Prerequisite Knowledge: Meaningful Question Self-Assessment
o Unit 2: Learning Guidance: Travel Worked Example
o Unit 2: Practice and Feedback: Testing Effect and SQ3R by David Meyer
o Unit 2: Practice and Feedback: Student Response
o Unit 2: Authentic Assessment: Syllabus Example
o Unit 2: Authentic Assessment: Student Response
o Unit 2: Big Ideas: Student Response
 Videos:
o “How to Pack for a Week in a Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
o “Make Things Memorable: How to study and learn more effectively” by David
Meyer http://youtu.be/rFIK5gutHKM
 Presentation slides using pre-recorded videos
Enabling Objective(s):
 Know a key point
 Know about questions that deepen your understanding
 Be able to organize key points
 Be able to ask questions that deepen your understanding
LEARNING HOW TO LEARN 140

Learner Characteristic Accommodations

Developer’s Notes

Instructional Activities
Instructio
nal
Sequence
Tim
e
Description of the
Learning Activity
Narrator Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generativ
e)
Gain
Attention
1 Show title slide for
Narration 1.

Show slides with travel
magazine and travel
books for Narration 2.
Narration 1: Welcome to Unit
2 of Mind, Motivation, and
Meaningful Learning: A
Cognitive Science Approach
To Learning How To Learn.

To navigate this program press
the ESC key to make the
directional arrows appear. You
may pause this narrated video
at any time.

In this unit, you will learn how
to identify and write in your
notebook the key points the
author/presenter intends to
convey and use them to
organize your learning and ask
yourself questions that deepen
your understanding of the
material to be learned.
Learners
watch and
listen to the
video,
connect
their
personal
experience
to the video
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction)

FROM L2L (2009): This section lists the knowledge that students need to know to
successfully perform the steps in the learning strategies procedures. For the most part, this
knowledge will be in the form of concepts or terms. Concepts and terms are taught most
effectively by providing a definition and an example. A definition and an example are
provided in this design; however, developers and narrators should provide examples from the
subject matter being trained.
LEARNING HOW TO LEARN 141

Zoom in on examples
Narration 2: Continuing with
the travel theme: Think of the
last time you opened a book or
travel magazine. Did you
notice how it was organized?
If it was a book you may have
noticed the chapter headings in
the table of contents, if it was a
travel magazine you may have
noticed the featured article
titles in bold in the table of
contents.

What do you think the author
or publisher was trying to
convey? Well chapter headers
in a book or feature articles in a
magazine in bold font are key
points.

Key points guide you in how a
book or magazine are
organized and how to use
them! Once you know how to
recognize key points then you
can turn them into questions
you ask yourself to make the
learning process more
meaningful.

Learning
Objectives
1 Show Learning Objective
slide

Developer note: Do not
show text all at once,
show one line at a time.

Developer note: This is
the text for this slide
The learning objective for
this unit is: When reading
a textbook, watching a
slide presentation or
other media, you will be
able to identify and write
in your notebook the key
points the
Narration: This is the learning
objective for this unit. Read it
as it appears on the screen and
pause the video to take notes in
your notebook.
Learners
read the
learning
objective
on the
presentatio
n slide and
write it
down in
their
notebooks.

Learners
pause the
video to
allow time
LEARNING HOW TO LEARN 142

author/presenter intends
to convey and use them
to organize your learning
and ask yourself
questions that deepen
your understanding of the
material to be learned.
to take
notes.
Reasons
for
Learning
- Benefits
- Risks
2 Show slide “Reasons for
learning this unit.”

Show slides of various
media with table of
contents, book chapters,
headings in articles, etc.

Benefits: Continue
showing headings and
zoom in on various
headings
Intro Narration:
Let’s take a look at why it is
important to learn about how
learning materials are
organized and how they help
our understanding.

Narration: People who write
travel magazines, textbooks,
courses using slide
presentations or other
multimedia learning want to
convey their thoughts in a
logical way that enables the
learner to comprehend the
material more easily. They
normally start by creating an
outline of the material they
intend to include in the text or
presentation. This outline
usually starts with major
headings, which become book
chapters or multimedia
lessons. The authors then
expand their outline to list the
major points they will cover in
each chapter or lesson. The
authors use major points as
headings in the book chapter
or lesson.

Benefits Narration: Headings
are valuable tools for learning,
which are often overlooked by
students. By identifying the
headings in a textbook and
thinking about their logical
sequence, you can follow the
Learners
listen to the
presentatio
n and may
pause the
video at
any time to
take notes
in their
notebooks.
LEARNING HOW TO LEARN 143

Risks Avoided: Show
slides of a frustrated
learner.
author’s intended plan for your
learning. You are able to follow
the organization of the material
and use the headings as guides
as you learn the material. You
can also use headings to ask
yourself questions that deepen
your understanding of the
material.

Effective note taking strategies
allow learners to focus on key
points, master main concepts
and identify the structure of a
class presentation. Good note-
taking skills can enable learners
to gain a deeper understanding
of the material to be learned.
Be able to identify and write in
your notebook the key points
the author/presenter intends to
convey and use them to
organize your learning and ask
yourself questions that deepen
your understanding of the
material to be learned allows
you to create a systematic
record of study for retrieving
knowledge and information
later. It serves as a blueprint
and guideline for study.

Risks Avoided Narration: If
you do not follow the headings
as guides you will not follow
the logical sequence of learning
as intended by the author. The
material will not be organized
which may not deepen your
understanding of the material.
You will avoid forgetting what
has been taught in the class, not
being organized for the unit,
and not having a deeper

LEARNING HOW TO LEARN 144

understanding of the material to
be learned.

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
1 Show slide: Overview:
What you already
know….What’s new to
you...and how you will
learn it.

Show slide: What you
already know…

Show slides of book
chapters and headings.
Narration: Have you seen a
book chapter, newspaper or
magazine heading? Of course
you have, but have you ever
thought about why you need
book chapter or magazine
headers?
Learners
listen to the
presentatio
n and may
pause the
video at
any time to
take notes
in their
notebooks.

Show slide: New
knowledge...

Narration for new knowledge:

Think about why you need
book chapter or magazine
headers?
Headers announce the chapter or
article topic, and assist you in
following the flow of the
material. They help you to be
organized in your note taking.

Effective note taking strategies
allow you to focus on key
points, master main concepts
and identify the structure of the
presentation/materials. Good
note-taking skills can enable you
to gain a deeper understanding
of the material to be learned.

Show slide: Learning
Be able to identify and write in
your notebook the key points the
author/presenter intends to
convey and use them to organize
your learning and ask yourself
questions that deepen your
understanding of the material to
be learned allows you to create a
systematic record of study for
retrieving knowledge and
information later. It serves as a
blueprint and guideline for
study.

LEARNING HOW TO LEARN 145

activities for this unit.

 What are key
points and
meaningful
questions?
 Demonstration
 Practice and
feedback
 Application to a
course you are
taking

Narration for Learning
Activities:
To learn how to identify main
points and ask meaningful
questions to help your learning,
we will first provide you with
definitions and examples of
what we mean by key points and
meaningful questions.

Then we will demonstrate how
to do this, and then give you
opportunities to practice using
the handout as a guide. We will
show you what “right” looks
like by presenting what other
learners who have taken this
course have written.

You will then be asked to apply
what you’ve learned to a course
you are currently taking or any
other material you are learning.

Pre-requisite
Knowledge
2 Slide: What are key
points and meaningful
questions?

Slide: Key Point
Add key words or images
as they are narrated

Show example 1 image
of a travel book table of
Narration: Before we go
further, let’s be sure you
understand what we mean by a
key point and a meaningful
question.

First, what is a key point?

Narration: key points are much
like headings, they alert the
reader to pay attention - this is
something important the author
wants you to know.
Headings are one or more words
that precede a section of text or
other media that signals the
beginning of a new idea.
Example 1: Headings in a
travel book table of contents.
Example 2: Headings in a
travel magazine table of
contents
Learners
listen to the
presentatio
n and may
pause the
video
presentatio
n at any
time to take
notes in
their
notebooks.

Learners
will
complete
the self-
assessment
s for key
points and
meaningful
questions.
LEARNING HOW TO LEARN 146

contents Non-Example 1: The text
within the body of an article or
chapter paragraph

Narration: Now it’s your turn
to check your understanding of
a key point by completing the
self-assessment.
You will find the key point
assessment in the document
titled: Unit 2: Prerequisite
Knowledge: Key Point Self-
Assessment

Narration: Meaningful
questions for learning:
Narration: What are
meaningful
questions? Definition:
Questions that deepen your
understanding of the material.
You can develop meaningful
questions for learning by using
headings. Turn the headings
into questions and as you read
the material look for the
answers to your questions.
Example 1: Use one of the
headings listed in the travel
book table of contents.
Heading: London with
Children
Turn it into a meaningful
question: What do I need to
know about London when I’m
traveling with children?
Example 2: Use one of the
headings listed in the travel
magazine table of contents.
Heading: Ready to Roll: Before
your next road trip, check out
these tips on inspecting your
vehicle.
Turn it into a meaningful
question: What tips do I need to
know about inspecting my

Show example 2 image
of a travel magazine table
of contents

Slide: Your turn: Key
Point Self-Assessment

Slide: Meaningful
Questions for
Meaningful Learning
Add key words as they
are narrated.

Show example 1 image
of a travel book table of
contents

Show example 2 image
of a travel magazine table
of contents
LEARNING HOW TO LEARN 147

Slide: Your turn: Self-
Assessment
vehicle before my next road
trip?

Narration: Now it’s your turn
to check your understanding of
a meaningful question by
completing the self-assessment.
You will find the meaningful
question assessment in the
document titled: Unit 2:
Prerequisite Knowledge:
Meaningful Question Self-
Assessment

Learning
Guidance
- Lecture
- Demo.
3 Slide: Let’s Practice
Together!

Use this video as the
worked example.
“How to Pack for a Week
in a Carry-On!” by
Veronica Hill
https://youtu.be/mzTZjK
2ZbJ0
Narration:
Now that you know what key
points and meaningful
questions are, we will show
you their power by
demonstrating how to use
them.

For this section, you will need
the handout:
Unit 2: Learning Guidance:
Travel Worked Example to
follow along.

You will also need the link to
the video included in this
lesson.
“How to Pack for a Week in a
Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0

First download the handout,
then read the five steps.
Next you will watch the video
via the link provided. Once you
are done watching the video
then resume this presentation
video to follow the
Learners
listen and
watch the
demonstrati
on and may
pause the
video
presentatio
n at any
time to take
notes in
their
notebooks.

Learners
follow
along the
steps in the
worked
example.

Intro Slide:

Slide: Step 1
Terminal and enabling
learning objectives

Slide: Step 2
Achieving the learning
objectives

Slide: Step 3
Key points

Slide: Step 4
Meaningful questions

Slide: Step 5
Summary
LEARNING HOW TO LEARN 148

demonstration along with your
handout.

You may pause the video at
any time to take notes in your
notebook.

Practice
and
Feedback
3 Slide: Your turn!

Slide: Learning
Objectives for “Making
Things Memorable”

Text for slide:
Terminal Learning
Objective: Learners will
be able to use the Testing
Effect and SQ3R study
method as strategies for
better understanding and
meaningful learning of the
material to be learned.
Narration: Now it’s your turn
to apply the five steps!

Narration: Pause the
presentation video and read the
Learning objective and take
notes in your notebooks.

Narration: First download the
handout, then read the five
steps.
Next you will watch the video
via the link provided.

Starting at the 1:10 mark and
stopping at the 3:51 mark
“Make Things Memorable:
How to study and learn more
effectively” by David
Meyer http://youtu.be/rFIK5gu
tHKM
Learners
will read
the learning
objective
for the
David
Meyers
video, they
may pause
the video at
any time to
take notes,
next
learners
will resume
the video to
watch the
designated
portion of
the David
Meyers
video.

They use the handout
Unit 2: Five step
procedure for
recognizing the way
textbooks and other
media are organized to
write their responses in
their notebook.

After watching the designated
portion of the David Meyer’s
video, use the handout titled:
Unit 2: Five step procedure for
recognizing the way textbooks
and other media are organized
that was demonstrated in the
previous section and write your
responses to the five steps in
your notebooks.

Then
learners
will refer to
the
handout:
Unit 2:
Five step
procedure
for
recognizin
g the way
textbooks
and other
media are
organized
that was
LEARNING HOW TO LEARN 149

demonstrat
ed in the
previous
section and
write their
responses
to the 5
steps in
their
notebooks.
Then they will read a
response from a former
student

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.

You will find the response in the
document titled: Unit 2:
Practice and Feedback:
Student Response

Learners
will read
the
response
from
former
student
who has
completed
the course.
Authentic
Assessment
3 Slide: Your turn!

Show image of a syllabus

They use the handout Unit
2: Authentic Assessment:
Syllabus Example and
write notes in their
notebook.
Narration: Now it’s your turn
to apply the five steps to a
syllabus, something you are
quite familiar with by now!

What we’re going to show you
in the syllabus example are two
pages extracted from a full
length syllabus

Narration: Pause the
presentation video and
download the handout: Unit 2:
Authentic Assessment:
Syllabus Example

Once you have downloaded the
handout read the Learning
objectives and take notes in
your notebooks.
Learners
will read
the learning
objectives
for the
Syllabus
Example
and take
notes in
their
notebooks.

Learners
will
download
the
handout:
Unit 2:
Authentic
Assessment
: Syllabus
Example
and read
LEARNING HOW TO LEARN 150

They use the handout
Unit 2: Five step
procedure for
recognizing the way
textbooks and other
media are organized to
write their responses in
their notebook.

Then they see a response
from a former student

Narration: Now download the
handout Unit 2: Five step
procedure for recognizing the
way textbooks and other media
are organized

You will apply the five steps to
the syllabus example just like
we did with the travel video on
how to pack a carry-on and you
will write your responses in
your notebooks.
the learning
objectives
and take
notes in
their
notebooks.

Learners
will refer to
the
handout:
Unit 2:
Five step
procedure
for
recognizin
g the way
textbooks
and other
media are
organized
and will
apply the
five steps
to the
syllabus
example
just like
they saw
with the
travel video
on how to
pack a
carry-on
and they
will write
their
responses
in their
notebooks.

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.
Learners
will read
the
response
from
former
LEARNING HOW TO LEARN 151

You will find the response in the
document titled: Unit 2:
Authentic Assessment: Student
Response
student
who has
completed
the
course.
Retention
and
Transfer
3 Slide: Apply it yourself!

They use their own
example from their own
setting or scenario, a
course they are currently
taking or want to take,
and write notes in their
notebook.
Narration: Transfer what
you’ve learned to your own
setting or scenario. Think about
another course you are taking
or want to take and analyze the
syllabus or an assigned reading
and write down in your
notebook the key points the
author/presenter intends to
convey and how you turned
those key points into
meaningful questions that
deepen your understanding of
the material to be learned.

Narration: Pause the
presentation video and choose a
syllabus or reading from a
current course you are taking or
want to take and download it.
Once you have downloaded the
material read the learning
objectives and take notes in
your notebooks.
Learners
will choose
a syllabus
or reading
from a
current
course they
are taking
or want to
take. They
will
download
the material
and read
the learning
objectives
and take
notes in
their
notebooks

They use the handout
Unit 2: Five step
procedure for
recognizing the way
textbooks and other
media are organized to
write their responses in
their notebook.
Apply the five steps to your
own scenario just like we did in
the last two sections and you
will write your responses in
your notebooks.
Learners
apply the
five steps
to their
own
scenario
and write
their
responses
in their
notebook.
Big Ideas 30
sec
Slide: Big Ideas!

Review and ask students
to reflect: Review the
“take-aways” from this
unit and the application
Narration: So, what big ideas
can we take away from this
unit?
Take a moment and write your
take-aways in your notebooks,
which will be compiled into
Learners
write down
their take-
aways for
this unit.
LEARNING HOW TO LEARN 152

of procedures. Connect
the importance of the
procedural knowledge to
the goals of the unit and
course.
Then they see a response
from a former student
your personal portfolio at the
end of the course.

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.

You will find the response in the
document titled: Unit 2: Big
Ideas: Student Response

Learners
will read
the
response
from
former
student
who has
completed
the course.
Advance
Organizer
for the
Next Unit
30
sec
Slide: Coming next! Narration: In the next unit,
Unit 3 (L2L Lesson 2) you will
learn how to identify and learn
the four types of knowledge
you need to meet the objectives
and assessment.
When reading a textbook,
watching a slide presentation or
other media for a lesson, you
will be able to identity, using
four types of knowledge
(concept, principle, process,
procedure), the information
you need to learn and apply to
the material to be learned based
on the lesson learning
objectives and write your notes
in your notebook.
Learners
write notes
for the next
unit. Trying
to connect
four types
of
knowledge
and
meeting the
objectives
of the
learning
task.
Total
Time
20
LEARNING HOW TO LEARN 153

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 2

Unit 2: Five step procedure for recognizing the way textbooks and other media are
organized. (L2L, 2009)

1. Read the terminal learning objectives for your course and/or the enabling objectives for
each lesson in your course that you have written in your notebook.

2. Locate, if presented, the table of contents for the textbook or the course outline of other
training material you are using in your course and write a summary of how you think
each chapter will help you achieve the learning objective on the first page (terminal
objective) in your notebook in your own words.

3. When, as you read and/or watch, or listen to the information in each lesson, locate the
main paragraph headings and subheadings and write them in your notebook in each
enabling objective lesson page.

4. Next to each heading and subheading write a question that includes the heading words as
follows: How does the information presented in this section help me achieve the
enabling learning objective of this lesson?

5. After reading, watching or listening to the section, write down the answer to the question
above in your notebook in your own words.
LEARNING HOW TO LEARN 154

Unit 2: Worked Travel Example: How to Pack for a Week in a Carry-On by Veronica Hill
using the Five Steps for Recognizing How Textbooks and Other Media are Organized
(L2L, 2009)

Instructions:
1. First read the document titled: Five step procedure for recognizing the way textbooks and
other media are organized. (L2L, 2009)
2. Next watch the video and takes notes in your notebook.
3. The transcript for this video is located at the end of this handout
4. Video: “How to Pack for a Week in a Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0
5. Note that the five steps procedure has been applied to our travel worked example.

1. Read the terminal and enabling learning objectives for the travel video and write them in your
notebook.
Terminal objective: Given the destination, weather, and length of a trip, travelers will be able to
use the rolling method to pack the most clothes for a week in a carry-on suitcase without
resulting in wrinkles.
Enabling objectives:
● Know what the rolling method is
● Know how to pack tops and bottoms
● Know how to pack shoes
● Know how to pack undergarments and accessories
● Be able to apply the rolling method
● Be able to pack tops and bottoms
● Be able to pack shoes
● Be able to pack undergarments and accessories

2. Using your notes and the transcript from the video write a summary of how you think each
key point (enabling objectives) will help you achieve the learning objective on the first page
(terminal objective) in your notebook in your own words.
● I believe being able to apply each key point of how to use the rolling method to pack a
week’s worth of clothes in a carry-on will help me to achieve wrinkle free clothing when
I reach my destination.
3. When, as you read and/or watch, or listen to the information in this video, locate the key
points and write them in your notebook in each enabling objective lesson page.
● Key points
○ The rolling method
○ Packing tops and bottoms
○ Packing shoes
○ Packing undergarments and accessories
4. Next to each key point write a question that includes the heading words as follows: How does
LEARNING HOW TO LEARN 155

knowing the best way to pack a carry-on suitcase for a week of travel help me achieve the
learning objective?
● The rolling method - How does knowing the best way to pack a carry-on suitcase for a
week of travel help me achieve the learning objective?
● Packing tops and bottoms - How does knowing the best way to pack a carry-on suitcase
for a week of travel help me achieve the learning objective?
● Packing shoes - How does knowing the best way to pack a carry-on suitcase for a week of
travel help me achieve the learning objective?
● Packing undergarments and accessories- How does knowing the best way to pack a carry-
on suitcase for a week of travel help me achieve the learning objective?
5. After reading, watching or listening to the video, write down the answer to the question above
in your notebook in your own words.
● Knowing the best way to pack a carry-on suitcase with as many clothes as possible for a
week of travel will increase my chances of not having wrinkled clothing when I arrive at
my destination.

Transcript:

Veronica Hill of California Travel Tips shares her best packing tips using the rolling method.
This tutorial will show you what to pack for a week in a carry-on.
If you want to avoid checking your bags, buy a suitcase that's 45 linear inches, which is the total
of the length, height and width of the bag.

What I Pack for a Week in My Carry-On:
A good rule is to pack 6 tops, 4 bottoms, 2 dresses, 3 shoes (tennies, dressy ballet flats and
sandals), 2 bathing suits, enough undergarments for a weeklong trip. Keep everything in 2-3
coordinating shades. In place of one top, bring a cardigan for cool nights, even in California. It's
also great for dressing up an outfit and doesn't take up much space.
1. Roll up jeans and heavier garments first.
2. Put shoes in first, soles against the wall, followed by the rolled jeans and lighter items.
3. Camis add a pop of color and are great for layering or sleepwear.
4. Pack underwear and jewelry in your shoes. It will save space.
5. Pack several sizes of Zip bags. The 2 1/2 gallon size can double as packing cubes. Just sit
on them and force out the air for the most space. You can pack an entire outfit in each
bag for quick access each morning. Others can be used for dirty underwear, wet bathing
suits, ice packs, or protection for your camera in wet weather. Put a dryer sheet in each
Ziploc bag to keep clothes smelling fresh.
6. Follow the 311 rule. All liquids brought onto planes must be in 3.4-ounce bottles or
smaller and inside a single, clear, quart-size zip-top bag. Store your liquids in the front
pocket of your carry-on so it's easily accessible during security check.
7. Use tissue paper to roll up your silk, cotton and linen clothing. It helps prevent wrinkles.
8. I always pack a pair of black yoga pants and black tank top. They can double as PJs. Take
advantage of the hotel laundry service.
LEARNING HOW TO LEARN 156

9. Pack a versatile black dress, which can be worn to the beach, used as a coverup at the
pool, or worn for a casual night out.
10. If you end up buying too much stuff at your destination, pack up all your dirty clothes
and send it home by UPS. Then you'll have more room in your case.
LEARNING HOW TO LEARN 157

Unit 2: Prerequisite Knowledge: Meaningful Question Self-Assessment

Read each statement below and select True or False by placing a check mark in the appropriate
box.

Statement True False
Meaningful questions deepen your understanding of the material
to be learned.

Turning key points or headers into questions after you have read
the material is the best time.

Meaningful questions are an effective way to study to increase
retention of the material to be learned.

Meaningful questions help you stay focused on the material to
be learned.

Meaningful questions help you organize your learning.

Answer key:
Statement True False
Meaningful questions deepen your understanding of the material
to be learned.
X

Turning key points or headers into questions after you have read
the material is the best time.
ANSWER: before

X
Meaningful questions are an effective way to study to increase
retention of the material to be learned.
X

Meaningful questions help you stay focused on the material to
be learned.
X

Meaningful questions help you organize your learning. X

Unit 2: Prerequisite Knowledge: Key Point Self-Assessment

Read each statement below and select True or False by placing a check mark in the appropriate
box.
Statement True False
Key points are listed in the index at the back of a book or

LEARNING HOW TO LEARN 158

magazine.

A key point signals something important for you to pay attention
to.

A key point is usually in bold.

A key point is always the chapter or article title.

Key points help you organize your learning.

Answer Key:
Statement True False
Key points are listed in the index at the back of a book or
magazine.
ANSWER: (key points are typically listed in the table of
contents as headers at the front of a book or magazine)

X
A key point signals something important for you to pay attention
to.
X

A key point is usually in bold. X

A key point is always the chapter or article title.
ANSWER: (key points are not the chapter or article title, they
are typically listed in the table of contents as headers)

X
Key points help you organize your learning. X

LEARNING HOW TO LEARN 159

Unit 2: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R video
by

David Meyer

Instructions:
1. First read the document titled: Five step procedure for recognizing the way textbooks
and other media are organized. (L2L, 2009)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the five step procedure to the travel worked example, you will do
the same thing with this video.

Guided Practice Example: Testing Effect and SQ3R video by David Meyer

1. Read the terminal learning objective and then write down what you believe the enabling
learning objectives are for the Make Things Memorable video and write them in your
notebook.
a. Terminal Learning Objective: Learners will be able to use the Testing Effect
and SQ3R study method as strategies for better understanding and meaningful
learning of the material to be learned.
b. Enabling Learning Objectives:
i. [insert enabling learning objective]
ii. [insert enabling learning objective]
2. Using your notes and the transcript from the video write a summary of how you think
each key point (enabling objectives) will help you achieve the learning objective on the
first page (terminal objective) in your notebook in your own words.
a.
3. When, as you read and/or watch, or listen to the information in this video, locate the key
points and write them in your notebook in each enabling objective lesson page.
a. Key points:
i. [insert key point]
ii. [insert key point]
4. Next to each key point write a question that includes the heading words as follows: How
does knowing the Testing Effect or the SQ3R strategies help me achieve the learning
objective?
LEARNING HOW TO LEARN 160

a. [insert key point] - How does knowing the Testing Effect or the SQ3R strategies
help me achieve the learning objective?
b. [insert key point] - How does knowing the Testing Effect or the SQ3R strategies
help me achieve the learning objective?
5. After reading, watching or listening to the video, write down the answer to the question
above in your notebook in your own words.

Transcript:
● What is Testing Effect? (also called the retrieval Practice Effect or Test Enhance
Learning)
○ The principle is that testing is not just a way to assess learning it's also a way to
improve learning. We learn and remember material best and we put it in our own
words and when we rehearse it and then retrieve it and that's the testing effect.
● What is SQ3R?
○ SQ3R is a reading strategy: Survey!Question! Read! Recite! Review!
○ SQ3R will help you build a framework to understand your reading assignment.
● Before you read, Survey the chapter:
○ The title, headings, and subheadings
○ Captions under pictures, charts, graphs or maps
○ Review questions or teacher-made study guides
○ Introductory and concluding paragraphs
○ Summary
● Question while you are surveying:
○ Turn the title, headings, and/or subheadings into questions
○ Read questions at the end of the chapters or after each subheading
○ Ask yourself, "What did my instructor say about this chapter or subject, when it
was assigned?"
○ Ask yourself, "What do I already know about this subject?"
○ Note: If it is helpful to you, write out these questions for consideration. This
variation is called SQW3R.
● When you begin to Read:
○ Look for answers to the questions you first raised
○ Answer questions at the beginning or end of chapters or study guides
○ Reread captions under pictures, graphs, etc.
○ Note all the underlined, italicized, bold printed words or phrases
○ Study graphic aids
○ Reduce your speed for difficult passages
○ Stop and reread parts which are not clear
○ Read only a section at a time and recite after each section
LEARNING HOW TO LEARN 161

● Recite after you've read a section:
○ Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
○ Take notes from the text but write the information in your own words
○ Underline important points you've just read
○ Reciting:
■ The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
■ Quadruple strength learning: Seeing, saying , hearing, writing!!!
● Review: an ongoing process
LEARNING HOW TO LEARN 162

Unit 2: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R by
David Meyers
Former Student Response

Below are the responses from a former student who completed this section.

Instructions:
1. First read the document titled: Five step procedure for recognizing the way textbooks
and other media are organized. (L2L, 2009)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the five step procedure to the travel worked example, you will do
the same thing with this video.

Guided Practice Example: Testing Effect and SQ3R by David Meyers

1. Read the terminal learning objective and then write down what you believe the enabling
learning objectives are for the Make Things Memorable video and write them in your
notebook.
a. Terminal Learning Objective: Learners will be able to use the Testing Effect
and SQ3R study method as strategies for better understanding and meaningful
learning of the material to be learned.
b. Enabling Learning Objectives:
i. Know how to use the Testing Effect as a study strategy for better
understanding and meaningful learning
ii. Know how to use the SQ3R study method as a study strategy for better
understanding and meaningful learning
2. Using your notes and the transcript from the video write a summary of how you think
each key point (enabling objectives) will help you achieve the learning objective on the
first page (terminal objective) in your notebook in your own words.
a. I learn and remember material best when I put it in my own words and when I
rehearse it and then recall it and that's the testing effect. SQ3R study method is
Survey! Question! Read! Recite! Review! This study method helps me break
down each part of a reading or learning task to ensure I understand what I’m
supposed to be learning.
3. When, as you read and/or watch, or listen to the information in this video, locate the key
points and write them in your notebook in each enabling objective lesson page.
LEARNING HOW TO LEARN 163

a. Key points:
i. Testing Effect
ii. SQ3R study method
4. Next to each key point write a question that includes the heading words as follows: How
does knowing the Testing Effect or the SQ3R study strategies help me achieve the
learning objective?
a. Testing Effect - How does knowing the Testing Effect strategy help me achieve the
learning objective?
b. SQ3R - How does knowing the SQ3R study method help me achieve the learning
objective?
5. After reading, watching or listening to the video, write down the answer to the question
above in your notebook in your own words.
a. Knowing how to use the Testing Effect and SQ3R study method as strategies will
help me to gain a better understanding and facilitate meaningful learning of the
material to be learned.
LEARNING HOW TO LEARN 164

Unit 2: Authentic Assessment: Syllabus Example

Instructions:
1. Use the document titled: Five step procedure for recognizing the way textbooks and other
media are organized. (L2L, 2009)
2. Write your responses in your notebook for each step.
3. Recall how you modified the five step procedure for the travel example and the make
things memorable example.

EDUC 605: Framing Educational Leadership
Course Syllabus – Fall 2015

INTRODUCTION
The mission of the USC Rossier School of Education is to improve learning in urban education
locally, nationally, and globally.

The program and this course is a critical component of the USC Rossier School of Education
mission to improve this mission. An important aspect of this mission is to apply Rossier’s
Guiding Principles by providing leadership to address instructional design and delivery issues so
that all learners have access to learning in a variety of contexts and in which outcomes can be
measured and accountable to appropriate stakeholders.

PURPOSE
The purpose of this course is to help you begin to identify and research problems of practice
particularly pertinent in urban learning. Essential to solving such problems of practice is the fair
and accurate identification and representation of these problems. The presentation of problems of
practice requires the use of sound evidence-based research to justify and support the statement of
the problem as well as provide a history and background of a problem. As you continue in the
program, you will continue to reflect on these problems of practice, as well as identify potential
causes and solutions to such problems. One of the problems of practice will also become the
focus of your Dissertation in Practice.

This course is also designed to develop academic literacy skills that incorporate critical analysis
in writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content. These academic
literacy skills are essential in the program, and you will continued to develop and expand on
these skills in assignments that are required in your coursework and as you write your
Dissertation.

LEARNING OUTCOMES
By the completion of this course, you will be able to:

1. Articulate your professional identity and goals.

2. Identify current problems and challenges in their intended professional field, as well as the
LEARNING HOW TO LEARN 165

characteristics and skills needed to address these problems and challenges.

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in your professional field.

4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.

5. Articulate the value of evidence-based decision-making and differentiate between supported
and unsupported assertions.

6. Interpret and evaluate the quality of evidence to support the identification and presentation of
a problem of practice.

7. Identify and integrate valid and reliable evidence to support assertions about the problem of
practice.

8. Apply APA formatting in the documentation and citation of evidence.

9. Demonstrate effective written and oral communication skills.

Citation for the syllabus:
University of Southern California. (2015). EDUC 605: Framing educational leadership course
syllabus-fall 2015. Los Angeles, California: Rossier School of Education.
LEARNING HOW TO LEARN 166

Unit 2: Authentic Assessment: Syllabus Example
Former Student Response
Below are the responses from a former student who completed this section.

Instructions:
1. Use the document titled: Five step procedure for recognizing the way textbooks and other
media are organized. (L2L, 2009)
2. Write your responses in your notebook for each step.
3. Recall how you modified the five step procedure for the travel example and the make
things memorable example.

Five step procedure for recognizing the way textbooks and other media are organized.
(L2L, 2009)

1. Read the terminal learning objective and then write down what you believe the enabling
learning objectives are for the EDUC 605: Framing Educational Leadership Course
Syllabus – Fall 2015 and write them in your notebook.
a. Terminal Learning Objective: Learners will be able to identify and research
problems of practice particularly pertinent in urban learning and be able to apply
academic literacy skills that incorporate critical analysis in writing and speaking,
the identification of and incorporation of different types of evidence to support
assertions, and effective practices in presenting academic content.
b. Enabling Learning Objectives:
i. Articulate my professional identity and goals.
ii. Identify current problems and challenges in my intended professional
field, as well as the characteristics and skills needed to address these
problems and challenges.
iii. Create a clear and coherent Problem Statement Paper based on an
identified problem of practice in my professional field.
iv. Utilize empirical research on the problem of practice being examined to
develop an understanding of current conditions.
v. Articulate the value of evidence-based decision-making and differentiate
between supported and unsupported assertions.
vi. Interpret and evaluate the quality of evidence to support the identification
and presentation of a problem of practice.
vii. Identify and integrate valid and reliable evidence to support assertions
about the problem of practice.
viii. Apply APA formatting in the documentation and citation of evidence.
ix. Demonstrate effective written and oral communication skills.
LEARNING HOW TO LEARN 167

2. Using your notes and the syllabus example write a summary of how you think each key
point (enabling objectives) will help you achieve the learning objective on the first page
(terminal objective) in your notebook in your own words.
a. I believe each key point (enabling objectives) will give me the skills and
knowledge I will need to be able to reflect on specific problems of practice, as
well as identify potential causes and solutions to these problems.
3. When, as you read the information, locate the key points and write them in your notebook
in each enabling objective lesson page.
a. Key points
i. Professional identity and goals
ii. Identify current problems of practice and challenges and possible solutions
iii. Problem Statement Paper based on an identified problem of practice
iv. Empirical research to understand current problem of practice
v. Value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
vi. Interpret and evaluate the quality of evidence to support the problem of
practice
vii. Identify and integrate valid and reliable evidence to support assertions
about the problem of practice.
viii. Apply APA formatting in the documentation and citation of evidence.
ix. Demonstrate effective written and oral communication skills.
4. Next to each key point write a question that includes the heading words as follows: How
does knowing the key points help me achieve the learning objective?
a. Professional identity and goals - How does knowing my Professional identity
and goals help me achieve the learning objective?
b. Identify current problems of practice and challenges and possible solutions -
How does knowing how to Identify current problems of practice and
challenges and possible solutions help me achieve the learning objective?
c. Problem Statement Paper based on an identified problem of practice - How
does knowing how to write a Problem Statement Paper based on an identified
problem of practice help me achieve the learning objective?
d. Empirical research to understand current problem of practice - How does
knowing how to use Empirical research to understand a current problem of
practice help me achieve the learning objective?
e. Value of evidence-based decision-making and differentiate between
supported and unsupported assertions - How does knowing value of evidence-
LEARNING HOW TO LEARN 168

based decision-making and being able to differentiate between supported and
unsupported assertions help me achieve the learning objective?
f. Interpret and evaluate the quality of evidence to support the problem of
practice - How does knowing how to Interpret and evaluate the quality of
evidence to support the problem of practice help me achieve the learning
objective?
g. Identify and integrate valid and reliable evidence to support assertions about
the problem of practice - How does knowing how to Identify and integrate
valid and reliable evidence to support assertions about the problem of
practice help me achieve the learning objective?
h. Apply APA formatting in the documentation and citation of evidence - How
does knowing how to Apply APA formatting in the documentation and
citation of evidence help me achieve the learning objective?
i. Demonstrate effective written and oral communication skills - How does
knowing how to Demonstrate effective written and oral communication skills
help me achieve the learning objective?
5. After reading the syllabus example, write down the answer to the question above (How
does knowing the key points help me achieve the learning objective?) in your notebook in
your own words.
a. Knowing the key points will help me achieve the learning objective through the
ability to identify and research problems of practice in learning and to be able to
apply skills that engage in critical analysis in writing and speaking, to use
different types of evidence to support assertions, and to utilize effective practices
in presenting academic content.
LEARNING HOW TO LEARN 169

Unit 2: Big Ideas:
Former Student Response
Below is the response from a former student who completed this section.

“Learning how to use and apply the Five step procedure for recognizing the way textbooks and
other media are organized by Clark and Yates (2009) has really increased my confidence in
being able to identify key points in any material I’m learning, whether it is for school or work,
and then how to transform those key points into meaningful questions that I ask myself as I move
through the learning experience. I plan to use the five step procedure in the future as much as
possible! The biggest take-away for me is the five step procedure is easy and adaptable to almost
any material I need to learn, I recommend it to everyone!”
LEARNING HOW TO LEARN 170

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 3

Unit 3: How to identify and learn the four types of knowledge you need to meet the
objectives and assessment. (L2L Lesson 2)

Learning activities.

 After introduction and attention activities, assess prior knowledge of the meaning
of what are the four types of knowledge (concept, principle, process, procedure),
and the information you need to learn and apply to the material to be learned
based on the lesson learning objectives.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of identifying the four types of knowledge.
 Model any necessary procedures
 Provide opportunities for practice and feedback
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
 Demonstrate procedure for identifying the four types of knowledge.
 Provide opportunities for practice and feedback
 Demonstrate the procedure for identifying and writing questions that make the
connection among the learning objectives, key points and the type of knowledge
to be learned.
 Provide opportunities for practice and feedback
 Provide the opportunity to transfer learning to their own work.

Assessment.

 Using an authentic example from relevant material or an undergraduate course,
watching a slide presentation or other media for a lesson, learners will identity,
using four types of knowledge (concept, principle, process, procedure), the
information they need to learn and apply to the material to be learned based on the
lessons’ learning objectives and assessment and write their notes in the notebook.
Unit Duration: 20 minutes

Introduction: This is the third unit in the seven unit course on learning how to learn.
Performance problems are the result of a lack of sufficient knowledge to perform the learning
task and achieve the learning objective. The purpose of this unit is to teach you how to identify
and learn the four types of knowledge you need to meet the objectives and assessment.
LEARNING HOW TO LEARN 171

Learning Objective(s)

Lesson Materials

 Access to computer with internet for learning platform
 Note taking guide and materials – includes handout with key words and
procedural steps
 Handouts:
o Unit 3: Four step procedure for using outlining strategies (L2L, 2009)
o Unit 3: Prerequisite Knowledge: Knowledge Types Self-Assessment
o Unit 3: Learning Guidance: Worked Travel Example: How to Pack for a Week
in a Carry-On by Veronica Hill using the Four Step Procedure for Using
Outlining Strategies (L2L, 2009)
o Unit 3: Practice and Feedback: Guided Practice Example: Testing Effect
and SQ3R video by David Meyer
o Unit 3: Practice and Feedback: Former Student Response
o Unit 3: Authentic Assessment: Syllabus Example: Your Turn!
o Unit 3: Authentic Assessment: Former Student Response
o Unit 3: Big Ideas: Former Student Response
 Videos:
o “How to Pack for a Week in a Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
o “Make Things Memorable: How to study and learn more effectively” by David
Meyer http://youtu.be/rFIK5gutHKM
 Presentation slides using pre-recorded lecture videos
Enabling Objective(s):
 Know what a fact is
 Know what a concept is
 Know what a principle is
 Know what a process is
 Know what a procedure is
 Be able to identify a fact
 Be able to identify a concept
 Be able to identify a principle
 Be able to identify a process
 Be able to identify a procedure
 Be able to identify and write questions that make the connection among the learning
objectives, key points and the type of knowledge to be learned.
Terminal Objective:
 When reading a textbook, watching a slide presentation or other media for a lesson,
you will be able to identify, using four types of knowledge (concept, principle,
process, procedure), the information you need to learn and apply to the material to be
learned based on the lessons’ learning objectives and assessments and write your notes
in the notebook.
LEARNING HOW TO LEARN 172

Learner Characteristic Accommodations

Developer’s Notes

Instructional Activities
Instruction
al
Sequence
Tim
e
Description of the
Learning Activity
Narrator Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attentio
n
1 Show title slide for
Narration 1.

Show slides with travel
magazine photos of
destinations and travel
books for Narration 2.
Narration 1: Welcome to Unit 3
of Mind, Motivation, and
Meaningful Learning: A
Cognitive Science Approach To
Learning How To Learn.
To navigate this program press
the ESC key to make the
directional arrows appear. You
may pause this narrated video at
any time.

Narration 2: Continuing with
the travel theme: Think about
when you are going on vacation.
What do you need to know?
You need to know things like
How do you decide where you
want to go, How to get where
you are going, What time to be
at the airport, What will the
weather be like where you’re
going, What type of clothes to
pack? If you don’t do these
things correctly you’ll end up
missing your flight or packing
winter clothes when your
destination is a tropical beach.
How will you know if you’ve
done everything you are
supposed to do to get you to the
right place on time with the right
Learners
watch and
listen to the
video,
connect
their
personal
experience
to the video
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction).
LEARNING HOW TO LEARN 173

Zoom in on examples
clothes? Most of us will make a
checklist or a “to do” list to
identify all the things we don’t
want to forget.

Now you are problem solving.
That means different types of
problems have different
solutions. Much like different
knowledge types, each one is
learned and assessed in different
ways.
You will be deconstructing
learning objectives - think about
what you want to achieve - like
getting to the right vacation
destination on time with the
right clothes and deconstructing
the assessment - think did you
get to the right vacation
destination, were you on time
and did you have the right type
of clothing for the weather?

Learning
Objectiv
es
1 Show Learning Objective
slide

Developer note: Do not
show text all at once show
one line at a time.

Developer note: This is
the text for this slide

The Terminal Learning
Objective for this unit is:
When reading a textbook,
watching a slide
presentation or other
media for a lesson, you
will be able to identify,
using four types of
knowledge (concept,
principle, process,
procedure), the
information you need to
learn and apply to the
Narration: This is the learning
objective for this unit. Read it
as it appears on the screen and
pause the video to take notes in
your notebook.
Learners
read the
learning
objective on
the
presentation
slide and
write it
down in
their
notebooks.

Learners
pause the
video to
allow time
to take
notes.
LEARNING HOW TO LEARN 174

material to be learned
based on the lessons’
learning objectives and
assessments and write
your notes in the
notebook.

Reasons
for
Learnin
g
-
Benefits
- Risks
2 Show slide “Reasons for
learning this unit.”

Show slides of various
media with travel theme
and satisfied learners
Intro Narration:
Let’s take a look at why it is
important using four types of
knowledge (concept, principle,
process, procedure), the
information you need to learn
and apply to the material to be
learned based on the lessons’
learning objectives and
assessments help our
understanding.
Learners
listen to the
presentation
and may
pause the
video at any
time to take
notes in
their
notebooks.

Narration: In the last lesson,
you identified the key points the
author/presenter of a lesson
intends to convey and used them
to organize your learning by
answering the question: How
does the information presented
in this section help me achieve
the enabling learning objective
of this lesson?

Benefits: show images of
satisfied or happy learners
Benefits Narration:
Using a system to identify the
types of knowledge you need to
learn in order to achieve all
learning objectives. This system
“maps” a lesson’s information
onto four types of knowledge
that can be learned about
anything. Once you identify the
types of knowledge being taught
in a lesson, you can use specific
methods to effectively and
efficiently learn the information
you need to pass all types of
tests on each learning objective.

LEARNING HOW TO LEARN 175

Risks Avoided: Show
slides of a frustrated
learner.
Risks Avoided Narration: If
you do not use a system to
identify the types of knowledge
you need to learn in order to
achieve all learning objectives,
you will not achieve the lessons
learning objectives. The
material will not be organized
which may not deepen your
understanding of the material.
You will avoid not being an
effect and efficient learner.

Overvie
w
- Prior
Knowled
ge
- New
Knowled
ge
-
Learning
Strategies
1 Show slide: Overview:
What you already
know….What’s new to
you...and how you will
learn it.

Show slide: What you
already know…
Narration: Have you ever been
faced with a problem to solve?
Where to go on vacation? What
will it cost? What activities will
you do while you are there? Of
course you are familiar with
solving problems, but have you
ever thought about why or how
you solved the problem? For
example, did you deconstruct the
problem step by step and apply a
strategy to each step?

Narration for new knowledge:
Think about what you already
know about learning objectives
and assessments. You have used
them throughout your entire
academic careers, but have you
ever thought about how to use
them to learn? To do this, first
Learners
listen to the
presentation
and may
pause the
video at any
time to take
notes in their
notebooks.
Show slides of knowledge
types - concepts (facts
about a travel destination),
process (a team of airline
associates preparing a
food service on an
airplane), principle
(person laying on the
beach with a sunburn in
the shape of their
sunglasses on their
stomach where they forgot
to put sunblock),
procedure (show traveler
packing a suitcase).

Show slide: New
knowledge...
Think about why you need
to learn knowledge types?

LEARNING HOW TO LEARN 176

you need to be able to
deconstruct the learning
objectives and deconstruct the
assessments.

Using a system to identify the
types of knowledge “maps” a
lesson’s information onto four
types of knowledge that can be
learned about anything. Once
you identify the types of
knowledge being taught in a
lesson, you can use specific
methods to effectively and
efficiently learn the information
you need to pass all types of
tests on each learning objective.
Show slide: Learning
activities for this unit.

 What are
knowledge types?
 Demonstration
 Practice and
feedback
 Application to a
course you are
taking

Narration for Learning
Activities:
To learn how to identify
knowledge types to help your
learning, we will first provide you
with definitions and examples of
what we mean by knowledge
types.

Then we will demonstrate how to
do this, and then give you
opportunities to practice using the
handout as a guide. We will
show you what “right” looks like
by presenting what other learners
who have taken this course have
written.

You will then be asked to apply
what you’ve learned to a course
you are currently taking or any
other material you are learning.
Pre-
requisite
Knowledg
e
2 Slide: What are
knowledge types?

Slide: Concepts and
Facts
Narration: Before we go further,
let’s be sure you understand what
we mean by knowledge types:
Concept, Process, Principles,
Procedures
Learners
listen to the
presentation
and may
pause the
LEARNING HOW TO LEARN 177

Add key words or images
as they are narrated

First, what is a concept?

Narration: A concept is
anything with a definition and at
least one example (facts, names,
places).
video
presentation
at any time
to take
notes in
their
notebooks.
Show concept example
image of a carry-on bag
Concept Example: An
approved carry-on bag for Delta
Airlines is compact, lightweight,
and must fit easily in the carry-
on baggage check device which
is approximately 22 inches by 14
inches by 9 inches.
A fact is a verified instance of a
concept. Fact Example: Delta
Airlines approved carry-on bags
may not exceed 45 linear inches,
including handles and wheels.
The definition of a concept is
based on a list of its important
characteristics and sometimes the
context in which it is used.
Learners
will
complete
the self-
assessments
for
knowledge
types.
Slide: Processes Narration: What is a Process?

Add key words or images
as they are narrated
Narration: A process is a
description of how something
works, stage by stage (teams,
equipment, systems).
A process is a how something
works in two or more
interrelated stages that lead to a
specific result. Processes can be
mechanical, biological or human
(how people work together to
achieve a result) or any mixture
of the three.

Show process example
image of a carry-on bag
infographic of the size
checker
Process Example: A Delta
Airlines carry-on baggage check
device works as follows: 1:
Delta airlines representative
places carry-on bag into the
carry-on baggage check device.

LEARNING HOW TO LEARN 178

2: Carry-on bag slides easily into
and out of the device. 3:
Representative determines the
carry-on is approved or not
approved to store in the aircraft
overhead bin.

Slide: Principles Narration: What is a Principle?

Add key words or images
as they are narrated
Narration: A principle deals
with cause and effect
relationships. A principle
describes a cause and effect
relationship between two or
more concepts (one or more
concepts serve as a cause and
one or more different concepts
serve as the effect).

Show principles example
image of a carry-on bag
packed to maximum
capacity
Principle Example: With
luggage, the greater the size of
the bag the heavier it will be
when packed to maximum
capacity. This relationship
between cause and effect is
positive because as the cause
(the size) increases the effect
(the weight) also increases.

Slide: Procedures
Narration: What is a procedure?

Add key words or images
as they are narrated

Show procedure example
image of a person packing
a carry-on suitcase with a
checklist
Narration: A procedure is how
one person accomplishes a goal,
step by step with actions and
decisions.
A set of action and decision
steps implemented by an
individual to accomplish an
objective and/or produce a
product.
Procedure Example: Recall the
UNIT 2 Worked example of
how to pack a carry-on. How
to Pack for a Week in a Carry-
On! By Veronica Hill - This
video provides step-by-step
LEARNING HOW TO LEARN 179

Slide: Your turn: Self-
Assessment
instructions or actions on how to
pack.

Narration: Now it’s your turn
to check your understanding of
knowledge types: Concept,
Process, Principles, Procedures
You will find the knowledge
types self-assessment in the
document titled:
Unit 3: Prerequisite
Knowledge: Knowledge Types
Self-Assessment

Learning
Guidance
- Lecture
- Demo.
3 Slide: How To Identify
Knowledge Types!

Use this video as the
Worked Travel Example.
“How to Pack for a Week
in a Carry-On!” by
Veronica Hill
https://youtu.be/mzTZjK2
ZbJ0

Intro Slide: Download the
handout
Unit 3: Learning
Guidance: Worked Travel
Example: How to Pack
for a Week in a Carry-On
by Veronica Hill
Narration:
Now that you know what
knowledge types are, we will
show you their power by
demonstrating how to use them.

For this section, you will need
the handout:
Unit 3: Learning Guidance:
Worked Travel Example: How
to Pack for a Week in a Carry-
On by Veronica Hill to follow
along.

First download the handout, then
read the four steps.
Learners
listen and
watch the
demonstrati
on and may
pause the
video
presentation
at any time
to take
notes in
their
notebooks.

Learners
follow
along the
steps in the
worked
example.

Slide: Add the link to the
video.
You will also need the link to
the video included in this
lesson.
“How to Pack for a Week in a
Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0

Next you will watch the video
via the link provided. Once you
are done watching the video then
resume this presentation video to

LEARNING HOW TO LEARN 180

Slide: View the Video

Slide: Show Worked
Example and Zoom in on
each of the steps as they
appear.
follow the demonstration along
with your handout.

You may pause the video at any
time to take notes in your
notebook.

Narration:
See the Travel Worked
Example.

Practice
and
Feedback
3 Slide: Your turn! Narration: Now it’s your turn
to apply the four steps!
Learners
will read
the learning
objective
for the
David
Meyers
video, they
may pause
the video at
any time to
take notes,
then
learners
will resume
the video to
watch the
designated
portion of
the David
Meyers
video.

Then
learners
will refer to
the
handout:
Unit 3:
Four step

Slide: Learning
Objectives for “Making
Things Memorable”
Narration: Pause the
presentation video and read the
Learning objective and take
notes in your notebooks.

Text for slide:
Terminal Learning
Objective: Learners will be
able to use the Testing
Effect and SQ3R study
method as strategies for
better understanding and
meaningful learning of the
material to be learned.
Narration: First download the
handout, then read the four
steps.
Next you will watch the video
via the link provided.

Starting at the 1:10 mark and
stopping at the 3:51 mark
“Make Things Memorable: How
to study and learn more
effectively” by David
Meyer http://youtu.be/rFIK5gut
HKM

Slide: Use the handout
Unit 3: Four step
procedure for using
outlining strategies to
write their responses in
their notebook.
After watching the designated
portion of the David Meyer’s
video, use the handout titled: Unit
3: Four step procedure for using
outlining strategies that was
demonstrated in the previous
section and write your responses
LEARNING HOW TO LEARN 181

Slide: Write your
response to the first step in
your notebook
to the four steps in your
notebooks.
procedure
for using
outlining
strategies
that was
demonstrate
d in the
previous
section and
write their
responses
to the 4
steps in
their
notebooks.
Next you will read a
response from a former
student
Narration: Here pause the video
and take a moment to study a
response from a former student
who completed this course.

You will find the response in the
document titled: Unit 3: Practice
and Feedback: Student
Response
Learners
will read
the
response
from former
student who
has
completed
the section.

Repeat this for each step.

Authentic
Assessment
3 Slide: Your turn!

Show image of a syllabus
Narration: Now it’s your turn
to apply the five steps to a
syllabus, something you are
quite familiar with by now!

What we’re going to show you
in the syllabus example are two
pages extracted from a full
length syllabus
Learners
will read
the learning
objectives
for the
Syllabus
Example
and take
notes in
their
notebooks.
Use the handout Unit 3:
Authentic Assessment:
Syllabus Example and
write notes in their
notebook.
Narration: Pause the
presentation video and download
the handout: Unit 3: Authentic
Assessment: Syllabus Example

Once you have downloaded the
handout read the Learning
Learners
will
download
the
handout:
Unit 3:
Authentic
Assessment
LEARNING HOW TO LEARN 182

objectives and take notes in your
notebooks.
: Syllabus
Example
and read the
learning
objectives
and take
notes in
their
notebook.

Use the handout Unit 3:
Four step procedure for
using outlining strategies
to write their responses
in their notebook.
Narration: Now download the
handout Unit 3: Four step
procedure for using outlining
strategies

You will apply the four steps to
the syllabus example just like we
did with the travel video on how
to pack a carry-on and you will
write your responses in your
notebook.
Learners
will refer to
the
handout:
Unit 3:
Four step
procedure
for using
outlining
strategies
and will
apply the
four steps to
the syllabus
example
just like
they saw
with the
travel video
on how to
pack a
carry-on
and they
will write
their
responses in
their
notebook.

Next you will read a
response from a former
student
Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.
Learners
will read
the
response
from former
student who
has
completed
LEARNING HOW TO LEARN 183

You will find the response in the
document titled: Unit 3:
Authentic Assessment: Student
Response
the course.
Retention
and
Transfer
3 Slide: Apply it yourself!

Use your own example
from your own setting or
scenario, a course you are
currently taking or want to
take, and write notes in
your notebook.
Narration: Transfer what
you’ve learned to your own
setting or scenario. Think about
another course you are taking or
want to take and analyze the
syllabus or an assigned reading
and write down in your
notebook the information you
need to learn and apply to the
material to be learned based on
the lessons learning objectives
using the types of knowledge
(concept, principle, process,
procedure).

Narration: Pause the
presentation video and choose a
syllabus or reading from a
current course you are taking or
want to take and download it.
Once you have downloaded the
material read the learning
objectives and take notes in your
notebooks.
Learners
will choose
a syllabus
or reading
from a
current
course they
are taking
or want to
take. They
will
download
the material
and read the
learning
objectives
and take
notes in
their
notebooks.

Use the handout Unit 3:
Four step procedure for
using outlining strategies
to write their responses
in their notebook.
Apply the four steps to your own
scenario just like we did in the
last two sections and you will
write your responses in your
notebooks.
Learners
apply the
five steps to
their own
scenario
and write
their
responses in
their
notebook.
LEARNING HOW TO LEARN 184

Big
Ideas
30
sec
Slide: Big Ideas!

Review and ask students
to reflect:

Review the “take-aways”
from this unit and the
application of
procedures. Connect the
importance of the
procedural knowledge to
the goals of the unit and
course.
Narration: So, what big ideas
can we take away from this
unit?
Take a moment and write your
take-aways in your notebooks,
which will be compiled into
your personal portfolio at the
end of the course.
Learners
write down
their take-
aways for
this unit.

Next read a response from
a former student

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.

You will find the response in the
document titled: Unit 3: Big
Ideas: Student Response

Learners
will read
the
response
from former
student who
has
completed
the course.
Advance
Organizer
for the
Next Unit
30
sec
Slide: Coming next! Narration: In the next unit, Unit
4 (L2L Lesson 3) you will learn
how to use analogies to learn
more quickly and effectively.
Learners
write notes
for the next
unit.

Terminal Learning Objective:

Given one or more knowledge

types to be learned, learners will

create analogies by recognizing

similarities between their past

experiences and learning on the

one hand, and the new

knowledge they are studying, on

the other hand and write them in

their notebook using a rubric.
Total
Time
20

LEARNING HOW TO LEARN 185

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 3

Unit 3: Four Step Procedure for using outlining strategies (L2L, 2009)
Definitions: (L2L, 2009)

Applications: (L2L, 2009)
KNOWLED
GE TYPES
REMEMBER/SAY:
So that people can remember or think
something consciously and “say” or
“tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

LEARNING HOW TO LEARN 186

Four Step Procedure for Using Outlining Strategies (L2L, 2009)

1. On each enabling objective lesson page, write a question that asks, “How do the key
points in this lesson help me achieve the enabling objective?”

2. Locate and read (or ask the instructor for) a description of the quizzes and tests for the
enabling objective and:
a. IF the tests will require you to memorize and write or say that information using the
exact sequence of words or sentences (for example, “fill in the blank” items) or by
using true/false and/or multiple choice test items, THEN place an “M” next to the
enabling objective.
b. IF the tests will require you to apply (“hands on”) skills you are learning to solve
problems or perform tasks, THEN place an “A” next to the enabling objective.

3. IF at this point you are uncertain about the relationship between information in the course
and the course or lesson objectives, THEN ask the instructor for clarification.

4. Reorganize your notes and write an outline using the following as a guide.

a. IF the information in the lesson introduces new concepts (terms or facts that answer
the question: “What is a (name of a concept)? Or “(a noun) is an example of a (name
of a concept).”), AND
i. IF the quizzes or tests will require you to memorize that information, THEN
write down the name of the concept and the definition exactly as shown in the
text or other media, and write an “M” in the margin next to the concept and
use the memory strategies described in Lesson Four.
ii. IF the test will not require you to memorize the definition as exactly written
AND/OR the test will require you to apply the definition by recognizing
examples of the concept, THEN write an “A” in the margin, and write the
definition of the concept using your own words.
iii. IF the information you are studying contains an example of the concept,
THEN describe the example in your own words using the phrase: “An
example of (insert concept name) is (describe the example)”
iv. Write the names or brief descriptions of three of your own examples of the
concept, using the example in the lesson, if present, as a guide.
v. Ask a friend to take your examples and test you on them by showing or
describing your examples and ask you to tell them the name of the concept
that the examples represent and why (note: A correct answer to “why?” is an
explanation of why the example contains all of the characteristics described in
the concept definition).

b. IF the information introduces a new process (how something works, stage by stage)
AND
i. IF the test will require you to memorize the process, THEN write down the
stages of the process exactly as written in the text, and write “M” next to it
and use the memory strategies described in Lesson Four.
LEARNING HOW TO LEARN 187

ii. IF the test does not require you to memorize the process exactly as written,
AND/OR the test will require you to troubleshoot why the process is not
working, THEN write an “A” in the margin, and, in your own words, write the
stages and a description of what happens in each stage and how each stage
affects the next stage and the final outcome.
iii. IF the information in the section contains an example of the process, THEN
describe the example in your own words using the phrase: “An example of
(name of process) is (name of process example)” and draw a model of the
process showing each stage.
iv. Write and draw three of your own examples of a problem that would require
you to troubleshoot the process.
v. Ask a friend to take your examples and test you on them by giving you the
name of the process and asking you to describe the stages and what happens at
each stage.

c. IF the information introduces a new principle or guideline (relationships between
concepts that answer the question: “What are the causes of (name of a concept)?” or
“If I increase/decrease (name of a concept), what will happen to (name of a
concept?”), AND
i. IF the test will require you to memorize the principle or guideline, THEN
write down the principle or guideline exactly as written in the text, and write
“M” next to it and use the memory strategies described in lesson four.
ii. IF the test does not require you to memorize the principle exactly as written,
AND/OR the test will require you to predict the result of applying the
principle or guideline, THEN write an “A” in the margin, and write the
principle in your own words.
iii. IF the information in the section contains an example of the principle, THEN
describe the example in your own words using the phrase: “An example of
(name of the principle) is (describe the example).”
iv. Write three of your own examples of problems that could be solved if
someone applied the principle or guideline.
v. Ask a friend to take your examples of problems that the principle will solve
and test you on them in two ways: first by test you by showing or describing
your examples and ask you to tell them the name of the principle that the
examples represent and why that principle will solve the example problem
(note: A correct answer to “why?” is an explanation of why the example
contains all of the characteristics of the cause and effect described in the
principle) and
vi. Next, have your friend ask you to demonstrate how you would solve the
problem while they insure that you implement each stage in the procedure for
using the principle to solve a problem.

d. IF the information introduces a new procedure (a series of actions and decisions an
individual must make to accomplish any objective), AND
LEARNING HOW TO LEARN 188

i. IF the test will require you to memorize the steps in the procedure, THEN
write down the steps in the procedure exactly as written or spoken in the
lesson, and write “M” next to it and use the memory strategy in Lesson Four.
ii. IF the test does not require you to memorize the steps in the procedure exactly
as written, AND/OR the test will require you to perform the steps in the
procedure, THEN write an “A” in the margin, and list the sequence of steps in
the procedure in your own words using numbers for each of the steps.
iii. IF the information in the section contains a demonstration of the procedure,
THEN briefly describe the demonstration in your own words and describe
three different work goals that could be performed correctly using the
procedure.
iv. Ask a friend to take your examples of work goals that the procedure will
handle and test you on by having your friend ask you to demonstrate how you
would implement the procedure to achieve the objective while they insure that
you implement each step in the procedure as you demonstrate how to achieve
the objective.
LEARNING HOW TO LEARN 189

Unit 3: Learning Guidance: Worked Travel Example: How to Pack for a Week in a Carry-
On by Veronica Hill using the Four Step Procedure for Using Outlining Strategies (L2L,
2009)

Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify
examples, troubleshoot, predict,
perform procedures, and solve
problems. (procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform
Instructions:
1. First read the document titled: Four Step Procedure for Using Outlining Strategies. (L2L,
2009)
2. Next watch the video and take notes in your notebook.
3. The transcript for this video is located at the end of this handout.
4. Video: “How to Pack for a Week in a Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0
5. Note that the four step procedure has been applied to our travel worked example.

Worked Example: How to Pack for a Week with a Carry-On
Terminal objective: Given the destination, weather, and length of a trip, travelers will be able to
LEARNING HOW TO LEARN 190

use the rolling method to pack the most clothes for a week in a carry-on suitcase without
resulting in wrinkles.
Enabling objectives:
● Know the destination
● Know the weather
● Know what the rolling method is
● Know how to pack tops and bottoms
● Know how to pack shoes
● Know how to pack undergarments and accessories
● Know how to calculate the amount of clothes you need versus the size of the carry-on and
make appropriate adjustments

Four Step Procedure for Using Outlining Strategies (L2L, 2009)

STEP 1: On each enabling objective lesson page, write a question that asks, “How do the key
points in this lesson help me achieve the enabling objective?”

KEY POINTS Question Answer
Destination How does this key point help
me achieve the enabling
objective?
Making a decision about
where I want to go - Name of
the place
Weather How does this key point help
me achieve the enabling
objective?
Once I decide the destination
I’ll decide what time of year I
want to go for the type of
weather I want to experience -
Fact it’s hot in the Bahamas.
Rolling Method How does this key point help
me achieve the enabling
objective?
Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Packing tops & bottoms How does this key point help
me achieve the enabling
objective?
Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Packing shoes How does this key point help
me achieve the enabling
objective?
The procedure of packing the
shoes with the soles against
the sides of the carry-on will
allow for more space for more
LEARNING HOW TO LEARN 191

clothes.
Packing undergarments &
accessories
How does this key point help
me achieve the enabling
objective?
The procedure of packing the
undergarments and
accessories inside the shoes
will allow for more space for
more clothes.
Calculating the right amount
of clothes
How does this key point help
me achieve the enabling
objective?
Based on all the other
knowledge I have about this
trip and my carry-on I will be
able to calculate the right type
and amount of clothing to
pack.

STEP 2: Locate and read a description of the quizzes and tests for the enabling objective and:
○ IF the tests will require you to memorize and write or say that information using the
exact sequence of words or sentences (for example, “fill in the blank” items) or by
using true/false and/or multiple choice test items, THEN place an “M” next to the
enabling objective.
○ IF the tests will require you to apply (“hands on”) skills you are learning to solve
problems or perform tasks, THEN place an “A” next to the enabling objective.
Narration:
Take a moment and read the following two bullet points.
○ Each key point is Application.
○ Take each key point and write next to it if it is an “A” and identify what type of
knowledge it is (Concept, Process, Principle, Procedure).
KEY POINTS KNOWLEDGE TYPES USE/APPLY
Destination Concept (Fact) Apply
Weather Concept (Fact) Apply
Rolling Method Process (stages) Apply
Packing tops & bottoms Process (stages) Apply
Packing shoes Procedure (steps) Apply
Packing undergarments &
accessories
Procedure (steps) Apply
Calculating the right amount
of clothes
Principle (relationship) Apply

STEP 3: IF at this point you are uncertain about the relationship between information in the
LEARNING HOW TO LEARN 192

course and the course or lesson objectives, THEN ask the instructor for clarification.
Narration:
This is an asynchronous course so for this step (step 3) in this course there will not be access to
an instructor for clarification. This step should be applied to courses or training where access to
an instructor for clarification is available.
STEP 4: Reorganize your notes and write an outline using the following as a guide.
○ Concepts: IF the information in the lesson introduces new concepts (terms or facts
that answer the question: “What is a (name of a concept)? Or “(a noun) is an
example of a (name of a concept).”), AND
i. IF the quizzes or tests will require you to memorize that information, THEN
write down the name of the concept and the definition exactly as shown in the
text or other media, and write an “M” in the margin next to the concept and
use the memory strategies described in Lesson Four.
ii. IF the test will not require you to memorize the definition as exactly written
AND/OR the test will require you to apply the definition by recognizing
examples of the concept, THEN write an “A” in the margin, and write the
definition of the concept using your own words.
iii. IF the information you are studying contains an example of the concept,
THEN describe the example in your own words using the phrase: “An
example of (insert concept name) is (describe the example)”
iv. Write the names or brief descriptions of three of your own examples of the
concept, using the example in the lesson, if present, as a guide.
v. Ask a friend to take your examples and test you on them by showing or
describing your examples and ask you to tell them the name of the concept
that the examples represent and why (note: A correct answer to “why?” is an
explanation of why the example contains all of the characteristics described in
the concept definition).
Narration:
In our example, there are two concepts, which are in fact, facts because the destination is based
in reality.
Destination is a concept and a fact because we have chosen, in our example to go to the
Bahamas.
Weather is a concept and a fact because it is hot in the Bahamas during the time of year you are
going.

○ Processes: IF the information introduces a new process (how something works,
stage by stage) AND
i. IF the test will require you to memorize the process, THEN write down the
stages of the process exactly as written in the text, and write “M” next to it
and use the memory strategies described in Lesson Four.
ii. IF the test does not require you to memorize the process exactly as written,
AND/OR the test will require you to troubleshoot why the process is not
working, THEN write an “A” in the margin, and, in your own words, write the
LEARNING HOW TO LEARN 193

Narration:
stages and a description of what happens in each stage and how each stage
affects the next stage and the final outcome.
iii. IF the information in the section contains an example of the process, THEN
describe the example in your own words using the phrase: “An example of
(name of process) is (name of process example)” and draw a model of the
process showing each stage.
iv. Write and draw three of your own examples of a problem that would require
you to troubleshoot the process.
v. Ask a friend to take your examples and test you on them by giving you the
name of the process and asking you to describe the stages and what happens at
each stage.
Note that the rolling method is a process because it has stages. The application of this process is
to perform it in the order of the stages with the expectation I will avoid arriving at my destination
with wrinkled clothing.
Write in your own words the stages of the rolling method: Instead of folding your clothing roll
each piece starting with jeans and heavier garments first. Use tissue paper for silk or linen
clothing when rolling this helps fight off wrinkles.

○ IF the information introduces a new principle or guideline (relationships between
concepts that answer the question: “What are the causes of (name of a
concept)?” or “If I increase/decrease (name of a concept), what will happen to
(name of a concept?”), AND
i. IF the test will require you to memorize the principle or guideline, THEN
write down the principle or guideline exactly as written in the text, and write
“M” next to it and use the memory strategies described in lesson four.
ii. IF the test does not require you to memorize the principle exactly as written,
AND/OR the test will require you to predict the result of applying the
principle or guideline, THEN write an “A” in the margin, and write the
principle in your own words.
iii. IF the information in the section contains an example of the principle, THEN
describe the example in your own words using the phrase: “An example of
(name of the principle) is (describe the example).”
iv. Write three of your own examples of problems that could be solved if
someone applied the principle or guideline.
v. Ask a friend to take your examples of problems that the principle will solve
and test you on them in two ways: first by test you by showing or describing
your examples and ask you to tell them the name of the principle that the
examples represent and why that principle will solve the example problem
(note: A correct answer to “why?” is an explanation of why the example
contains all of the characteristics of the cause and effect described in the
principle) and
vi. Next, have your friend ask you to demonstrate how you would solve the
problem while they insure that you implement each stage in the procedure for
using the principle to solve a problem.
LEARNING HOW TO LEARN 194

Narration:
Principle the hotter the weather at the destination the lighter the clothes.
Principle the lighter the clothes the thinner the material the more you are able to pack in the
carry-on.
Principle organized packing of garments decreases wrinkles.

○ IF the information introduces a new procedure (a series of actions and decisions an
individual must make to accomplish any objective), AND
i. IF the test will require you to memorize the steps in the procedure, THEN
write down the steps in the procedure exactly as written or spoken in the
lesson, and write “M” next to it and use the memory strategy in Lesson Four.
ii. IF the test does not require you to memorize the steps in the procedure exactly
as written, AND/OR the test will require you to perform the steps in the
procedure, THEN write an “A” in the margin, and list the sequence of steps in
the procedure in your own words using numbers for each of the steps.
iii. IF the information in the section contains a demonstration of the procedure,
THEN briefly describe the demonstration in your own words and describe
three different work goals that could be performed correctly using the
procedure.
iv. Ask a friend to take your examples of work goals that the procedure will
handle and test you on by having your friend ask you to demonstrate how you
would implement the procedure to achieve the objective while they insure that
you implement each step in the procedure as you demonstrate how to achieve
the objective.
Narration:
In our example, packing shoes and packing undergarments and accessories would be a
procedure - they involve a series of actions to accomplish the goal of packing as much as
possible in the carry-on suitcase. For example, you pack undergarments and accessories inside
your shoes first to save space, then pack the shoes with the soles against the sides of the carry-on,
away from the clothing.

Narration:
Note that our terminal objective is really problem solving. Given the destination, weather, and
length of a trip, travelers will be able to use the rolling method to pack the most clothes for a
week in a carry-on suitcase without resulting in wrinkles.
Most terminal objective use multiple concepts, principles and processes.
The more that you know, the different knowledge types and their applications the better problem
solver you are going to be.
Now that you know destination and weather are facts and there’s a principles and processes to
packing and your “givens” change, for example your destination changes then you adapt and
modify your principles and procedures to solve the problem.
LEARNING HOW TO LEARN 195

Transcript of the video:

Veronica Hill of California Travel Tips shares her best packing tips using the rolling method.
This tutorial will show you what to pack for a week in a carry-on.
If you want to avoid checking your bags, buy a suitcase that's 45 linear inches, which is the total
of the length, height and width of the bag.

What I Pack for a Week in My Carry-On:
A good rule is to pack 6 tops, 4 bottoms, 2 dresses, 3 shoes (tennies, dressy ballet flats and
sandals), 2 bathing suits, enough undergarments for a weeklong trip. Keep everything in 2-3
coordinating shades. In place of one top, bring a cardigan for cool nights, even in California. It's
also great for dressing up an outfit and doesn't take up much space.

1) Roll up jeans and heavier garments first.

2) Put shoes in first, soles against the wall, followed by the rolled jeans and lighter items.

3) Camis add a pop of color and are great for layering or sleepwear.

4) Pack underwear and jewelry in your shoes. It will save space.

5) Pack several sizes of Zip bags. The 2 1/2 gallon size can double as packing cubes. Just sit on
them and force out the air for the most space. You can pack an entire outfit in each bag for quick
access each morning. Others can be used for dirty underwear, wet bathing suits, ice packs, or
protection for your camera in wet weather. Put a dryer sheet in each Ziploc bag to keep clothes
smelling fresh.

6) Follow the 311 rule. All liquids brought onto planes must be in 3.4-ounce bottles or smaller
and inside a single, clear, quart-size zip-top bag. Store your liquids in the front pocket of your
carry-on so it's easily accessible during security check.

7) Use tissue paper to roll up your silk, cotton and linen clothing. It helps prevent wrinkles.

8) I always pack a pair of black yoga pants and black tank top. They can double as PJs. Take
advantage of the hotel laundry service.

9) Pack a versatile black dress, which can be worn to the beach, used as a coverup at the pool, or
worn for a casual night out.

10) If you end up buying too much stuff at your destination, pack up all your dirty clothes and
send it home by UPS. Then you'll have more room in your case!
LEARNING HOW TO LEARN 196

Unit 3: Prerequisite Knowledge: Knowledge Types Self-Assessment

Instructions:
1. Read the definitions and applications of the knowledge types.
2. Read each statement and indicate which type of knowledge it is.

Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
C - Concept Anything with a definition and at least one example (facts, names,
places).
P - Process A description of how something works, stage by stage (teams,
equipment, systems).
P - Principle Cause and effect relationships.
P - Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLED
GE TYPES
REMEMBER/SAY:
So that people can remember or think
something consciously and “say” or
“tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Statements: (L2L, 2009)
STATEMENTS KNOWLEDGE TYPE
1. Know the different types of scholarly articles.

2.Knowing the steps to planning a vacation.

3.Knowing how to take effective notes.

LEARNING HOW TO LEARN 197

4.Knowing the 32nd President of the United States of
America.

5.Knowing how to solve quadratic equations.

6.Knowing the major causes of the Civil War.

7.Knowing the difference between summary and synthesis.

8.Knowing how to monitor your own performance.

9.Knowing how to evaluate their strengths and weaknesses
as a learner.

10.Knowing the definition of differentiation.

11.Knowing Social Cognitive Theory.

12.Knowing the most appropriate strategies for adult
learners.

ANSWER KEY: (L2L, 2009)

STATEMENTS KNOWLEDGE TYPE
1.Know the different types of scholarly articles. C - Concept (compare and
contrast)
2.Knowing the steps to planning a vacation. P - Procedure
3.Knowing how to take effective notes. P - Procedure (strategies)
4.Knowing the 32nd President of the United States of
America.
C - Concept (facts)
5.Knowing how to solve quadratic equations. P - Procedure (knowing the
steps)
6.Knowing the major causes of the Civil War. C - Concept
7.Knowing the difference between summary and synthesis. C - Concept
8.Knowing how to monitor your own performance. P - Procedure (Metacognitive)
9.Knowing how to evaluate their strengths and weaknesses
as a learner.
P - Procedure (Metacognitive)
LEARNING HOW TO LEARN 198

10.Knowing the definition of differentiation. C - Concept (facts)
11.Knowing Social Cognitive Theory. C - Concept
12.Knowing the most appropriate strategies for adult
learners.
C - Concept
LEARNING HOW TO LEARN 199

UNIT 3: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R video
by David Meyer
Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
C - Concept Anything with a definition and at least one example (facts, names,
places).
P - Process A description of how something works, stage by stage (teams,
equipment, systems).
P - Principle Cause and effect relationships.
P - Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLED
GE TYPES
REMEMBER/SAY:
So that people can remember or think
something consciously and “say” or
“tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Instructions:
1. First read the document titled: Four step procedure for using outlining strategies. (L2L,
2009)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the four step procedure to the travel worked example, you will do
the same thing with this video.
LEARNING HOW TO LEARN 200

7. Fill in the blanks in the tables and complete the sentences in each “Narration” section for
each step.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Four step procedure for using outlining strategies. (L2L, 2009)

STEP 1: On each enabling objective lesson page, write a question that asks, “How do the key
points in this lesson help me achieve the enabling objective?”

KEY POINTS Question Answer

How does this key point help
me achieve the enabling
objective?

How does this key point help
me achieve the enabling
objective?

How does this key point help
me achieve the enabling
objective?

How does this key point help
me achieve the enabling
objective?

How does this key point help
me achieve the enabling
objective?

STEP 2: Locate and read a description of the quizzes and tests for the enabling objective and:
○ IF the tests will require you to memorize and write or say that information using the
exact sequence of words or sentences (for example, “fill in the blank” items) or by
using true/false and/or multiple choice test items, THEN place an “M” next to the
enabling objective.
○ IF the tests will require you to apply (“hands on”) skills you are learning to solve
problems or perform tasks, THEN place an “A” next to the enabling objective.
Narration:
Take a moment and read the following two bullet points.
○ Each key point is Application.
LEARNING HOW TO LEARN 201

○ Take each key point and write next to it if it is an “A” and identify what type of
knowledge it is (Concept, Process, Principle, Procedure).
KEY POINTS KNOWLEDGE TYPES USE/APPLY

STEP 3: IF at this point you are uncertain about the relationship between information in the
course and the course or lesson objectives, THEN ask the instructor for clarification.
Narration:
This is an asynchronous course so for this step (step 3) in this course there will not be access to
an instructor for clarification. This step should be applied to courses or training where access to
an instructor for clarification is available.
STEP 4: Re-organize your notes and write an outline using the following as a guide.
○ Concepts: IF the information in the lesson introduces new concepts (terms or facts
that answer the question: “What is a (name of a concept)? Or “(a noun) is an
example of a (name of a concept).”), AND
i. IF the quizzes or tests will require you to memorize that information, THEN
write down the name of the concept and the definition exactly as shown in the
text or other media, and write an “M” in the margin next to the concept and
use the memory strategies described in Lesson Four.
ii. IF the test will not require you to memorize the definition as exactly written
AND/OR the test will require you to apply the definition by recognizing
examples of the concept, THEN write an “A” in the margin, and write the
definition of the concept using your own words.
iii. IF the information you are studying contains an example of the concept,
THEN describe the example in your own words using the phrase: “An
example of (insert concept name) is (describe the example)”
iv. Write the names or brief descriptions of three of your own examples of the
concept, using the example in the lesson, if present, as a guide.
v. Ask a friend to take your examples and test you on them by showing or
describing your examples and ask you to tell them the name of the concept
that the examples represent and why (note: A correct answer to “why?” is an
explanation of why the example contains all of the characteristics described in
the concept definition).
LEARNING HOW TO LEARN 202

Narration:
In our example, there are [insert number of concepts]
[List the concepts and explain why or how they are concepts-refer to the travel worked example]

○ Processes: IF the information introduces a new process (how something works,
stage by stage) AND
i. IF the test will require you to memorize the process, THEN write down the
stages of the process exactly as written in the text, and write “M” next to it
and use the memory strategies described in Lesson Four.
ii. IF the test does not require you to memorize the process exactly as written,
AND/OR the test will require you to troubleshoot why the process is not
working, THEN write an “A” in the margin, and, in your own words, write the
stages and a description of what happens in each stage and how each stage
affects the next stage and the final outcome.
iii. IF the information in the section contains an example of the process, THEN
describe the example in your own words using the phrase: “An example of
(name of process) is (name of process example)” and draw a model of the
process showing each stage.
iv. Write and draw three of your own examples of a problem that would require
you to troubleshoot the process.
v. Ask a friend to take your examples and test you on them by giving you the
name of the process and asking you to describe the stages and what happens at
each stage.
Narration:
In our example, there are [insert number of processes]
[List the processes and explain why or how they are processes-refer to the travel worked
example]

○ IF the information introduces a new principle or guideline (relationships between
concepts that answer the question: “What are the causes of (name of a
concept)?” or “If I increase/decrease (name of a concept), what will happen to
(name of a concept?”), AND
i. IF the test will require you to memorize the principle or guideline, THEN
write down the principle or guideline exactly as written in the text, and write
“M” next to it and use the memory strategies described in lesson four.
ii. IF the test does not require you to memorize the principle exactly as written,
AND/OR the test will require you to predict the result of applying the
principle or guideline, THEN write an “A” in the margin, and write the
principle in your own words.
iii. IF the information in the section contains an example of the principle, THEN
describe the example in your own words using the phrase: “An example of
(name of the principle) is (describe the example).”
iv. Write three of your own examples of problems that could be solved if
someone applied the principle or guideline.
v. Ask a friend to take your examples of problems that the principle will solve
and test you on them in two ways: first by test you by showing or describing
LEARNING HOW TO LEARN 203

Narration:
your examples and ask you to tell them the name of the principle that the
examples represent and why that principle will solve the example problem
(note: A correct answer to “why?” is an explanation of why the example
contains all of the characteristics of the cause and effect described in the
principle) and
vi. Next, have your friend ask you to demonstrate how you would solve the
problem while they insure that you implement each stage in the procedure for
using the principle to solve a problem.
In our example, there are [insert number of principles]
[List the principles and explain why or how they are principles-refer to the travel worked
example]

○ IF the information introduces a new procedure (a series of actions and decisions an
individual must make to accomplish any objective), AND
i. IF the test will require you to memorize the steps in the procedure, THEN
write down the steps in the procedure exactly as written or spoken in the
lesson, and write “M” next to it and use the memory strategy in Lesson Four.
ii. IF the test does not require you to memorize the steps in the procedure exactly
as written, AND/OR the test will require you to perform the steps in the
procedure, THEN write an “A” in the margin, and list the sequence of steps in
the procedure in your own words using numbers for each of the steps.
iii. IF the information in the section contains a demonstration of the procedure,
THEN briefly describe the demonstration in your own words and describe
three different work goals that could be performed correctly using the
procedure.
iv. Ask a friend to take your examples of work goals that the procedure will
handle and test you on by having your friend ask you to demonstrate how you
would implement the procedure to achieve the objective while they insure that
you implement each step in the procedure as you demonstrate how to achieve
the objective.
Narration:
In our example, there are [insert number of procedures]
[List the procedures and explain why or how they are procedures-refer to the travel worked
example]

Transcript:
● What is Testing Effect? (also called the retrieval Practice Effect or Test Enhance
Learning)
○ The principle is that testing is not just a way to assess learning it's also a way to
improve learning. We learn and remember material best and we put it in our own
words and when we rehearse it and then retrieve it and that's the testing effect.
● What is SQ3R?
○ SQ3R is a reading strategy: Survey! Question! Read! Recite! Review!
○ SQ3R will help you build a framework to understand your reading assignment.
LEARNING HOW TO LEARN 204

● Before you read, Survey the chapter:
○ The title, headings, and subheadings
○ Captions under pictures, charts, graphs or maps
○ Review questions or teacher-made study guides
○ Introductory and concluding paragraphs
○ Summary
● Question while you are surveying:
○ Turn the title, headings, and/or subheadings into questions
○ Read questions at the end of the chapters or after each subheading
○ Ask yourself, "What did my instructor say about this chapter or subject, when it
was assigned?"
○ Ask yourself, "What do I already know about this subject?"
○ Note: If it is helpful to you, write out these questions for consideration. This
variation is called SQW3R.
● When you begin to Read:
○ Look for answers to the questions you first raised
○ Answer questions at the beginning or end of chapters or study guides
○ Reread captions under pictures, graphs, etc.
○ Note all the underlined, italicized, bold printed words or phrases
○ Study graphic aids
○ Reduce your speed for difficult passages
○ Stop and reread parts which are not clear
○ Read only a section at a time and recite after each section
● Recite after you've read a section:
○ Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
○ Take notes from the text but write the information in your own words
○ Underline important points you've just read
○ Reciting:
■ The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
■ Quadruple strength learning: Seeing, saying , hearing, writing!!!
● Review: an ongoing process
LEARNING HOW TO LEARN 205

Unit 3: Practice and Feedback: Testing Effect and SQ3R video by David Meyer
Former Student Response

Below are the responses from a former student who completed this section.

Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
C - Concept Anything with a definition and at least one example (facts, names,
places).
P - Process A description of how something works, stage by stage (teams,
equipment, systems).
P - Principle Cause and effect relationships.
P - Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLED
GE TYPES
REMEMBER/SAY:
So that people can remember or think
something consciously and “say” or
“tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Instructions:
1. First read the document titled: Four step procedure for using outlining strategies. (L2L,
2009)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
LEARNING HOW TO LEARN 206

5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the four step procedure to the travel worked example, you will do
the same thing with this video.
7. Fill in the blanks in the tables and complete the sentences in each “Narration” section for
each step.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Four step procedure for using outlining strategies. (L2L, 2009)

STEP 1: On each enabling objective lesson page, write a question that asks, “How do the key
points in this lesson help me achieve the enabling objective?”

KEY POINTS Question Answer
Testing Effect How does this key point help me
achieve the enabling objective?
The procedure of using the testing
effect will help me learn and
remember material best when I put
it in my own words and when I
rehearse it and then recall it.
SQ3R study method How does this key point help me
achieve the enabling objective?
SQ3R - Survey! Question! Read!
Recite! Review! This study
method helps me break down each
part of a reading or learning task to
ensure I understand what I’m
supposed to be learning.

STEP 2: Locate and read a description of the quizzes and tests for the enabling objective and:
○ IF the tests will require you to memorize and write or say that information using the
exact sequence of words or sentences (for example, “fill in the blank” items) or by
using true/false and/or multiple choice test items, THEN place an “M” next to the
enabling objective.
○ IF the tests will require you to apply (“hands on”) skills you are learning to solve
problems or perform tasks, THEN place an “A” next to the enabling objective.
LEARNING HOW TO LEARN 207

Narration:
Take a moment and read the following two bullet points.
○ Each key point is Application.
○ Take each key point and write next to it if it is an “A” and identify what type of
knowledge it is (Concept, Process, Principle, Procedure).
KEY POINTS KNOWLEDGE TYPES USE/APPLY
Testing Effect Procedure (steps) A - Apply
SQ3R Procedure (steps) A - Apply
Evaluating if the testing effect and SQ3R study
strategies facilitated a better understanding and
meaningful learning
Principle (relationship) A - Apply

STEP 3: IF at this point you are uncertain about the relationship between information in the
course and the course or lesson objectives, THEN ask the instructor for clarification.
Narration:
This is an asynchronous course so for this step (step 3) in this course there will not be access to
an instructor for clarification. This step should be applied to courses or training where access to
an instructor for clarification is available.
STEP 4: Re-organize your notes and write an outline using the following as a guide.
○ Concepts: IF the information in the lesson introduces new concepts (terms or facts
that answer the question: “What is a (name of a concept)? Or “(a noun) is an
example of a (name of a concept).”), AND
i. IF the quizzes or tests will require you to memorize that information, THEN
write down the name of the concept and the definition exactly as shown in the
text or other media, and write an “M” in the margin next to the concept and
use the memory strategies described in Lesson Four.
ii. IF the test will not require you to memorize the definition as exactly written
AND/OR the test will require you to apply the definition by recognizing
examples of the concept, THEN write an “A” in the margin, and write the
definition of the concept using your own words.
iii. IF the information you are studying contains an example of the concept,
THEN describe the example in your own words using the phrase: “An
example of (insert concept name) is (describe the example)”
iv. Write the names or brief descriptions of three of your own examples of the
concept, using the example in the lesson, if present, as a guide.
v. Ask a friend to take your examples and test you on them by showing or
describing your examples and ask you to tell them the name of the concept
that the examples represent and why (note: A correct answer to “why?” is an
explanation of why the example contains all of the characteristics described in
the concept definition).
LEARNING HOW TO LEARN 208

Narration:
In this example, there aren’t any concepts.

○ Processes: IF the information introduces a new process (how something works,
stage by stage) AND
i. IF the test will require you to memorize the process, THEN write down the
stages of the process exactly as written in the text, and write “M” next to it
and use the memory strategies described in Lesson Four.
ii. IF the test does not require you to memorize the process exactly as written,
AND/OR the test will require you to troubleshoot why the process is not
working, THEN write an “A” in the margin, and, in your own words, write the
stages and a description of what happens in each stage and how each stage
affects the next stage and the final outcome.
iii. IF the information in the section contains an example of the process, THEN
describe the example in your own words using the phrase: “An example of
(name of process) is (name of process example)” and draw a model of the
process showing each stage.
iv. Write and draw three of your own examples of a problem that would require
you to troubleshoot the process.
v. Ask a friend to take your examples and test you on them by giving you the
name of the process and asking you to describe the stages and what happens at
each stage.
Narration:
In this example, there aren’t any processes.

○ IF the information introduces a new principle or guideline (relationships between
concepts that answer the question: “What are the causes of (name of a
concept)?” or “If I increase/decrease (name of a concept), what will happen to
(name of a concept?”), AND
i. IF the test will require you to memorize the principle or guideline, THEN
write down the principle or guideline exactly as written in the text, and write
“M” next to it and use the memory strategies described in lesson four.
ii. IF the test does not require you to memorize the principle exactly as written,
AND/OR the test will require you to predict the result of applying the
principle or guideline, THEN write an “A” in the margin, and write the
principle in your own words.
iii. IF the information in the section contains an example of the principle, THEN
describe the example in your own words using the phrase: “An example of
(name of the principle) is (describe the example).”
iv. Write three of your own examples of problems that could be solved if
someone applied the principle or guideline.
v. Ask a friend to take your examples of problems that the principle will solve
and test you on them in two ways: first by test you by showing or describing
your examples and ask you to tell them the name of the principle that the
examples represent and why that principle will solve the example problem
(note: A correct answer to “why?” is an explanation of why the example
LEARNING HOW TO LEARN 209

Narration:
contains all of the characteristics of the cause and effect described in the
principle) and
vi. Next, have your friend ask you to demonstrate how you would solve the
problem while they insure that you implement each stage in the procedure for
using the principle to solve a problem.
In this example, there is one principle.
Principle: the more I apply the testing effect and SQ3R study strategies the better I understand
and experience meaningful learning with the material to be learned.
○ IF the information introduces a new procedure (a series of actions and decisions an
individual must make to accomplish any objective), AND
i. IF the test will require you to memorize the steps in the procedure, THEN
write down the steps in the procedure exactly as written or spoken in the
lesson, and write “M” next to it and use the memory strategy in Lesson Four.
ii. IF the test does not require you to memorize the steps in the procedure exactly
as written, AND/OR the test will require you to perform the steps in the
procedure, THEN write an “A” in the margin, and list the sequence of steps in
the procedure in your own words using numbers for each of the steps.
iii. IF the information in the section contains a demonstration of the procedure,
THEN briefly describe the demonstration in your own words and describe
three different work goals that could be performed correctly using the
procedure.
iv. Ask a friend to take your examples of work goals that the procedure will
handle and test you on by having your friend ask you to demonstrate how you
would implement the procedure to achieve the objective while they insure that
you implement each step in the procedure as you demonstrate how to achieve
the objective.

Narration:
In this example, applying the steps of the Testing Effect and SQ3R are procedures- they involve
a series of actions to accomplish the goal of gaining a better understanding and meaningful
learning of the material to be learned.

Narration:
Note that my terminal objective is really problem solving. Given the material to be learned, I
will be able to use the testing effect and the SQ3R study methods to gain a better understanding
and meaningful learning.
Most terminal objectives use multiple concepts, principles and processes.
The more that I know, the different knowledge types and their applications the better problem
solver I am going to be.
Now that I know the testing effect and SQ3R study methods are procedures and there’s a
principle to applying them and if my “givens” change, for example, my material to be learned
changes then I adapt and modify my principles and procedures to solve the problem.
LEARNING HOW TO LEARN 210

Unit 3: Authentic Assessment: Syllabus Example

Instructions:
1. Use the document titled: Four step procedure for using outlining strategies. (L2L, 2009)
2. Write your responses in your notebook for each step.
3. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.

Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if
necessary. (declarative or
conceptual knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform
LEARNING HOW TO LEARN 211

EDUC 605: Framing Educational Leadership
Course Syllabus – Fall 2015

INTRODUCTION
The mission of the USC Rossier School of Education is to improve learning in urban education
locally, nationally, and globally.

The program and this course is a critical component of the USC Rossier School of Education
mission to improve this mission. An important aspect of this mission is to apply Rossier’s
Guiding Principles by providing leadership to address instructional design and delivery issues so
that all learners have access to learning in a variety of contexts and in which outcomes can be
measured and accountable to appropriate stakeholders.

PURPOSE
The purpose of this course is to help you begin to identify and research problems of practice
particularly pertinent in urban learning. Essential to solving such problems of practice is the fair
and accurate identification and representation of these problems. The presentation of problems of
practice requires the use of sound evidence-based research to justify and support the statement of
the problem as well as provide a history and background of a problem. As you continue in the
program, you will continue to reflect on these problems of practice, as well as identify potential
causes and solutions to such problems. One of the problems of practice will also become the
focus of your Dissertation in Practice.

This course is also designed to develop academic literacy skills that incorporate critical analysis
in writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content. These academic
literacy skills are essential in the program, and you will continued to develop and expand on
these skills in assignments that are required in your coursework and as you write your
Dissertation.

LEARNING OUTCOMES
By the completion of this course, you will be able to:

1. Articulate your professional identity and goals.

2. Identify current problems and challenges in their intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in your professional field.

4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.

5. Articulate the value of evidence-based decision-making and differentiate between supported
and unsupported assertions.
LEARNING HOW TO LEARN 212

6. Interpret and evaluate the quality of evidence to support the identification and presentation of
a problem of practice.

7. Identify and integrate valid and reliable evidence to support assertions about the problem of
practice.

8. Apply APA formatting in the documentation and citation of evidence.

9. Demonstrate effective written and oral communication skills.

Citation for the syllabus:
University of Southern California. (2015). EDUC 605: Framing educational leadership course
syllabus-fall 2015. Los Angeles, California: Rossier School of Education.
LEARNING HOW TO LEARN 213

Unit 3: Authentic Assessment: Syllabus Example
Former Student Response
Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if
necessary. (declarative or
conceptual knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Below are the responses from a former student who completed this section.

Unit 3: Authentic Assessment: Syllabus Example

Instructions:
1. Use the document titled: Four step procedure for using outlining strategies. (L2L, 2009)
2. Write your responses in your notebook for each step.
3. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
LEARNING HOW TO LEARN 214

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Four step procedure for using outlining strategies. (L2L, 2009)

STEP 1: On each enabling objective lesson page, write a question that asks, “How do the key
points in this lesson help me achieve the enabling objective?”

KEY POINTS Question Answer
Professional identity and
goals
How does this key point help
me achieve the enabling
objective?
Making a decision about my
professional identity and goals.
(concept)
Identify current
problems of practice and
challenges and possible
solutions
How does this key point help
me achieve the enabling
objective?
Once I decide my professional
identity and goals, I’ll be able to
identify a current problem of
practice I want to examine and
some possible solutions. (concept)
Problem Statement How does this key point help The procedure of writing a
LEARNING HOW TO LEARN 215

Paper based on an
identified problem of
practice
me achieve the enabling
objective?
problem statement paper will allow
me to articulate an identified
problem of practice. (procedure)
Empirical research to
understand current
problem of practice
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice I will be able
to evaluate and understand the
empirical research pertaining to the
problem of practice. (principle)
Value of evidence-based
decision-making and
differentiate between
supported and
unsupported assertions.
How does this key point help
me achieve the enabling
objective?
Deciding the value of evidence-
based decision-making will allow
me to use/apply the stages of this
process to differentiate between
supported and unsupported
assertions. (process)
Interpret and evaluate
the quality of evidence
to support the problem
of practice
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice and empirical
research I will be able to interpret
and evaluate the quality of
evidence to support the problem of
practice. (principle)
Identify and integrate
valid and reliable
evidence to support
assertions about the
problem of practice.
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice I will be able
to identify and integrate valid and
reliable evidence to support
assertions about the problem of
practice. (principle)
Apply APA formatting
in the documentation
and citation of evidence.
How does this key point help
me achieve the enabling
objective?
The procedure for APA formatting
and citing will enable me to
properly apply the APA format to
my problem statement paper.
(procedure)
Demonstrate effective
written and oral
communication skills
How does this key point help
me achieve the enabling
objective?
The procedure of writing and
presenting a problem statement
paper will allow me to demonstrate
LEARNING HOW TO LEARN 216

effective written and oral
communication skills (procedure)

STEP 2: Locate and read a description of the quizzes and tests for the enabling objective and:
○ IF the tests will require you to memorize and write or say that information using the
exact sequence of words or sentences (for example, “fill in the blank” items) or by
using true/false and/or multiple choice test items, THEN place an “M” next to the
enabling objective.
○ IF the tests will require you to apply (“hands on”) skills you are learning to solve
problems or perform tasks, THEN place an “A” next to the enabling objective.
Narration:
Take a moment and read the following two bullet points.
○ Each key point is Application.
○ Take each key point and write next to it if it is an “A” and identify what type of
knowledge it is (Concept, Process, Principle, Procedure).
KEY POINTS KNOWLEDGE TYPES USE/APPLY
Professional identity and goals Concept A - Apply
Identify current problems of practice and
challenges and possible solutions
Concept and
Process
A - Apply
Problem Statement Paper based on an identified
problem of practice
Procedure A - Apply
Empirical research to understand current
problem of practice
Principle A - Apply
Value of evidence-based decision-making and
differentiate between supported and
unsupported assertions.
Process A - Apply
Interpret and evaluate the quality of evidence to
support the problem of practice
Principle A - Apply
Identify and integrate valid and reliable
evidence to support assertions about the
problem of practice.
Principle A - Apply
Apply APA formatting in the documentation
and citation of evidence.
Procedure A - Apply
LEARNING HOW TO LEARN 217

Demonstrate effective written and oral
communication skills.
Procedure A - Apply

STEP 3: IF at this point you are uncertain about the relationship between information in the
course and the course or lesson objectives, THEN ask the instructor for clarification.
Narration:
This is an asynchronous course so for this step (step 3) in this course there will not be access to
an instructor for clarification. This step should be applied to courses or training where access to
an instructor for clarification is available.
STEP 4: Re-organize your notes and write an outline using the following as a guide.
○ Concepts: IF the information in the lesson introduces new concepts (terms or facts
that answer the question: “What is a (name of a concept)? Or “(a noun) is an
example of a (name of a concept).”), AND
i. IF the quizzes or tests will require you to memorize that information, THEN
write down the name of the concept and the definition exactly as shown in the
text or other media, and write an “M” in the margin next to the concept and
use the memory strategies described in Lesson Four.
ii. IF the test will not require you to memorize the definition as exactly written
AND/OR the test will require you to apply the definition by recognizing
examples of the concept, THEN write an “A” in the margin, and write the
definition of the concept using your own words.
iii. IF the information you are studying contains an example of the concept,
THEN describe the example in your own words using the phrase: “An
example of (insert concept name) is (describe the example)”
iv. Write the names or brief descriptions of three of your own examples of the
concept, using the example in the lesson, if present, as a guide.
v. Ask a friend to take your examples and test you on them by showing or
describing your examples and ask you to tell them the name of the concept
that the examples represent and why (note: A correct answer to “why?” is an
explanation of why the example contains all of the characteristics described in
the concept definition).
Narration:
In this example, there are two concepts.

Professional identity and goals - This concept allows me to define my professional identity
and goals.
Identify current problems of practice and challenges and possible solutions - This concept
allows me to define a current problem of practice and is also a process for troubleshooting
possible solutions.
○ Processes: IF the information introduces a new process (how something works,
stage by stage) AND
LEARNING HOW TO LEARN 218

Narration:
i. IF the test will require you to memorize the process, THEN write down the
stages of the process exactly as written in the text, and write “M” next to it
and use the memory strategies described in Lesson Four.
ii. IF the test does not require you to memorize the process exactly as written,
AND/OR the test will require you to troubleshoot why the process is not
working, THEN write an “A” in the margin, and, in your own words, write the
stages and a description of what happens in each stage and how each stage
affects the next stage and the final outcome.
iii. IF the information in the section contains an example of the process, THEN
describe the example in your own words using the phrase: “An example of
(name of process) is (name of process example)” and draw a model of the
process showing each stage.
iv. Write and draw three of your own examples of a problem that would require
you to troubleshoot the process.
v. Ask a friend to take your examples and test you on them by giving you the
name of the process and asking you to describe the stages and what happens at
each stage.
In this example, there are two processes.

Value of evidence-based decision-making and differentiate between supported and
unsupported assertions - the process of deciding the value of evidence-based decision-making
will allow me to use/apply the stages of this process to differentiate between supported and
unsupported assertions.

As mentioned in my last answer for concepts, Identify current problems of practice and
challenges and possible solutions - This concept allows me to define a current problem of
practice and is also a process for troubleshooting possible solutions.

○ IF the information introduces a new principle or guideline (relationships between
concepts that answer the question: “What are the causes of (name of a
concept)?” or “If I increase/decrease (name of a concept), what will happen to
(name of a concept?”), AND
i. IF the test will require you to memorize the principle or guideline, THEN
write down the principle or guideline exactly as written in the text, and write
“M” next to it and use the memory strategies described in lesson four.
ii. IF the test does not require you to memorize the principle exactly as written,
AND/OR the test will require you to predict the result of applying the
principle or guideline, THEN write an “A” in the margin, and write the
principle in your own words.
iii. IF the information in the section contains an example of the principle, THEN
describe the example in your own words using the phrase: “An example of
(name of the principle) is (describe the example).”
iv. Write three of your own examples of problems that could be solved if
someone applied the principle or guideline.
LEARNING HOW TO LEARN 219

Narration:
v. Ask a friend to take your examples of problems that the principle will solve
and test you on them in two ways: first by test you by showing or describing
your examples and ask you to tell them the name of the principle that the
examples represent and why that principle will solve the example problem
(note: A correct answer to “why?” is an explanation of why the example
contains all of the characteristics of the cause and effect described in the
principle) and
vi. Next, have your friend ask you to demonstrate how you would solve the
problem while they insure that you implement each stage in the procedure for
using the principle to solve a problem.
In this example, there are three principles.

Empirical research to understand current problem of practice - Based on all other
knowledge I have about the identified current problem of practice I will be able to evaluate and
understand the empirical research pertaining to the problem of practice.

Interpret and evaluate the quality of evidence to support the problem of practice - Based on
all other knowledge I have about the identified current problem of practice and empirical
research I will be able to interpret and evaluate the quality of evidence to support the problem of
practice.

Identify and integrate valid and reliable evidence to support assertions about the problem
of practice - Based on all other knowledge I have about the identified current problem of
practice I will be able to identify and integrate valid and reliable evidence to support assertions
about the problem of practice.

○ IF the information introduces a new procedure (a series of actions and decisions an
individual must make to accomplish any objective), AND
i. IF the test will require you to memorize the steps in the procedure, THEN
write down the steps in the procedure exactly as written or spoken in the
lesson, and write “M” next to it and use the memory strategy in Lesson Four.
ii. IF the test does not require you to memorize the steps in the procedure exactly
as written, AND/OR the test will require you to perform the steps in the
procedure, THEN write an “A” in the margin, and list the sequence of steps in
the procedure in your own words using numbers for each of the steps.
iii. IF the information in the section contains a demonstration of the procedure,
THEN briefly describe the demonstration in your own words and describe
three different work goals that could be performed correctly using the
procedure.
iv. Ask a friend to take your examples of work goals that the procedure will
handle and test you on by having your friend ask you to demonstrate how you
would implement the procedure to achieve the objective while they insure that
LEARNING HOW TO LEARN 220

Narration:
you implement each step in the procedure as you demonstrate how to achieve
the objective.
In this example, there are three procedures.

Problem Statement Paper based on an identified problem of practice - The procedure of
writing a problem statement paper will allow me to articulate an identified problem of practice.

Apply APA formatting in the documentation and citation of evidence - The procedure for
APA formatting and citing will enable me to properly apply the APA format to my problem
statement paper.
Demonstrate effective written and oral communication skills - The procedure of writing and
presenting a problem statement paper will allow me to demonstrate effective written and oral
communication skills.
Narration:
Note that my terminal objective is really problem solving. I will be able to identify and research
problems of practice particularly pertinent in urban learning and be able to apply academic
literacy skills that incorporate critical analysis in writing and speaking, the identification of and
incorporation of different types of evidence to support assertions, and effective practices in
presenting academic content.

Most terminal objectives use multiple concepts, principles and processes.
The more that I know about using outlining strategies to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different the better problem solver I am going to be.

Now that I know the outlining strategies are concepts, processes, and procedures and there’s a
principle to applying them and if my “givens” change, for example, my problem of practice
changes then I adapt and modify my principles and procedures to solve the problem.
LEARNING HOW TO LEARN 221

Unit 3: Big Ideas:
Former Student Response
Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.
Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if
necessary. (declarative or
conceptual knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform
Here’s what a former student had to say was their “big idea or take-away”

“Learning how to use and apply the Four step procedure for using outlining strategies by Clark
and Yates (2009) has really increased my confidence in being able to identify knowledge types in
any material I’m learning, whether it is for school or work. Knowing how to identify the
information I need to learn and apply based on the learning objectives using the types of
knowledge (concept, principle, process, procedure) will help me utilize the correct strategies to
be successful!”
LEARNING HOW TO LEARN 222

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 4

Unit 4: How to use analogies to learn more quickly and effectively. (L2L Lesson 3)
Learning activities.
 After introduction and attention activities, assess prior knowledge of an analogy,
the meaning of how to recognize similarities between your past experiences and
learning and the new knowledge you are studying, and how to ignore surface
differences between your prior experience and new knowledge and recognize
deeper but less obvious similarities.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of recognizing past experiences and learning with
new knowledge, how to ignore surface differences and how to recognize deeper
but less obvious similarities.
 Model any necessary procedures
 Provide opportunities for practice and feedback
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
 Demonstrate procedure for recognizing past experiences and learning with new
knowledge, how to ignore surface differences and how to recognize deeper but
less obvious similarities.
 Provide opportunities for practice and feedback
 Provide the opportunity to transfer analogy learning to their own notebook.

Assessment.

 Given one or more knowledge types in their learning materials, learners will
create analogies by recognizing similarities between their past experiences and
learning on the one hand, and the new knowledge they are studying, on the other
hand and write them in their notebook.

Unit Duration: 20 minutes
Introduction: This is the fourth unit in the seven unit course on learning how to learn.
Performance problems are the result of a lack of sufficient knowledge to perform the learning
task and achieve the learning objective. The purpose of this unit is to teach you how to use
analogies to learn more quickly and effectively.
LEARNING HOW TO LEARN 223

Learning Objective(s)

Lesson Materials

Learner Characteristic Accommodations

 Access to computer with internet for learning platform
 Note taking guide and materials – includes handout with key words and
procedural steps
 Handouts:
o Unit 4: Four step procedure for identifying analogies. (L2L, 2009)
o Unit 4: Prerequisite Knowledge: Analogy, Metaphor, Simile Self-Assessment
o Unit 4: Learning Guidance: Worked Travel Example: How to Pack for a
Week in a Carry-On by Veronica Hill using the Four Step Procedure for
Identifying Analogies (L2L, 2009)
o Unit 4: Practice and Feedback: Guided Practice Example: Testing Effect and
SQ3R video by David Meyer
o Unit 4: Practice and Feedback: Former Student Response
o Unit 4: Authentic Assessment: Syllabus Example: Your Turn!
o Unit 4: Authentic Assessment: Former Student Response
o Unit 4: Big Ideas: Former Student Response
 Videos:
o “How to Pack for a Week in a Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
o “Make Things Memorable: How to study and learn more effectively” by David
Meyer http://youtu.be/rFIK5gutHKM
 Pre-recorded presentation slides
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
Enabling Objective(s):
 Know what an analogy is
 Know the components of an analogy
 Know how to recognize similarities between past experiences and learning and new
knowledge you are learning.
 Know how to ignore surface differences between your prior experience and
new knowledge
 Know how to recognize deeper but less obvious similarities.
 Be able to recognize similarities between past experiences and learning and new
knowledge you are learning.
 Be able to ignore surface differences between your prior experience and new
knowledge
 Be able to recognize deeper but less obvious similarities.
 Be able to create and write an analogy in your notebook.
Terminal Objective:
 Given one or more knowledge types to be learned, learners will create analogies by
recognizing similarities between their past experiences and learning on the one hand,
and the new knowledge they are studying, on the other hand and write them in their
notebook.
LEARNING HOW TO LEARN 224

Developer’s Notes

Instructional Activities
Instruction
al
Sequence
Tim
e
Description of the
Learning Activity
Narrator Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generativ
e)
Gain
Attention
1 Show title slide for
Narration 1.
Narration 1: Welcome to Unit
4 of Mind, Motivation, and
Meaningful Learning: A
Cognitive Science Approach To
Learning How To Learn.
To navigate this program press
the ESC key to make the
directional arrows appear. You
may pause this narrated video at
any time.
Learners
watch and
listen to the
video,
connect
their
personal
experience
to the video

In this unit, you will learn how
to use analogies to learn more
quickly and effectively.

Show slides with maps
and travel planner for
Narration 2.

Zoom in on examples
Narration 2: Continuing with
the travel theme: Think of the
last time you compared two
things to show their similarities
when you were explaining
something to someone. Think of
our travel theme we have been
using throughout this course.
Planning a vacation is like
planning your learning goals.
You make learning decisions
based on your interests and
develop learning goals based on
what you’ve decided. Just like
deciding where and when to go
on vacation determines what
you will pack, how you will
pack and how you will get there.

This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction).
LEARNING HOW TO LEARN 225

In this lesson, you will learn
how to recognize similarities
between your past experiences
and learning on the one hand,
and the new knowledge you are
studying, on the other
hand. You will also learn how
to ignore surface differences
between your prior experience
and new knowledge and spot
deeper but less obvious
similarities.

Learning
Objectives
1 Show Learning Objective
slide
Developer note: Do not
show text all at once,
show one line at a time.
Developer note: This is
the text for this slide
The learning objective for
this unit is: Given one or
more knowledge types to
be learned, you will create
analogies by recognizing
similarities between your
past experiences and
learning on the one hand,
and the new knowledge
you are studying, on the
other hand and write them
in your notebook.
Narration: This is the learning
objective for this unit. Read it
as it appears on the screen and
pause the video to take notes in
your notebook.
Learners
read the
learning
objective on
the
presentation
slide and
write it
down in
their
notebooks.
Learners
pause the
video to
allow time
to take
notes.
Reasons
for
Learning
-
Benefits
- Risks
2 Show slide “Reasons for
learning this unit.”

Show slides of various
travel images
Intro Narration:
Let’s take a look at why it is
important to learn how to use
analogies to learn more quickly
and effectively.
Narration: As an adult you
have a wealth of prior
experience that can help make
learning much easier for you IF
you can identify what you
already know that is similar to
Learners
listen to the
presentation
and may
pause the
video at any
time to take
notes in
their
notebooks.
LEARNING HOW TO LEARN 226

what you are learning. For
example, as a child in school
learning mathematics, you first
learned to count whole numbers
and then you learned fractions.
Most children have their first
bad experience with math when
learning fractions because the
concept of “less than one” is
very complex. Yet kids who
realized that they already knew
something about fractions
because they’d seen whole pies
and cakes sliced into pieces
(fractions) so that many people
could eat them, learned fractions
much quicker and easier. Those
kids recognized that fractions
were “analogous” to slicing pies
and cakes even though “on the
surface”, there did not seem to
be any similarities between the
fractions they were learning in
school and the pies and cakes
they’d enjoyed at meals and
parties.

Benefits: show images of
satisfied or happy learners
Benefits Narration: (L2L
2009): If you spend a bit of time
as you start learning something
to identify how it might be
similar to what you already
know and engage in practice,
you will learn it much more
quickly and effectively as you
create your own analogies.

Risks Avoided: Show
slides of a frustrated
learner.
Risks Avoided Narration: If
you do not analyze the analogies
you already possess, you will
have to work much harder and
waste a lot of time when
learning new knowledge.
Overview
- Prior
Knowledge
1 Show slide: Overview:
What you already
know….What’s new to
Narration: Have you ever been
faced with learning something
Learners
listen to the
presentation
LEARNING HOW TO LEARN 227

- New
Knowledge
-
Learning
Strategies
you...and how you will
learn it.

Show slide: What you
already know…

Show slides of knowledge
types - these are also
analogies - concepts (facts
about a travel destination),
process (a team of airline
associates preparing a
food service on an
airplane), principle
(person laying on the
beach with a sunburn in
the shape of their
sunglasses on their
stomach where they forgot
to put sunblock),
procedure (show traveler
packing a suitcase).
new or explaining something new
to someone?
How will I make this relatable so
they understand or visualize what
I mean?
Of course you are familiar with
learning something new or
explaining something new to
someone, but have you ever
thought about why or how you
learned or explained something
new? For example, you are
learning new knowledge and
skills in this course and I am
using a travel analogy to make it
relatable.
and may
pause the
video at any
time to take
notes in
their
notebooks.

Show slide: New
knowledge...

Think about why you need
to learn analogies?

Narration for new knowledge:
Think about what you already
know about analogies. You have
used them throughout your
entire academic careers, but
have you ever thought about
how to use them to learn? To do
this, first you need to be able to
deconstruct the components of
analogies, metaphors and
similes.

Using a four step procedure to
identify analogies as you start
learning something will help
you identify how it might be
similar to what you already
know. Then you as you engage
in practice, you will learn it
much more quickly and

LEARNING HOW TO LEARN 228

Show slide: Learning
activities for this unit.
effectively as you create your
own analogies.

 What are
knowledge types?
 Demonstration
 Practice and
feedback
 Application to a
course you are
taking
Narration for Learning
Activities:
To learn how to identify
analogies to help your learning,
we will first provide you with
definitions and examples of what
we mean by analogies, as well as
metaphors and similes.
Then we will demonstrate how to
do this, and then give you
opportunities to practice using the
handout as a guide. We will
show you what “right” looks like
by presenting what other learners
who have taken this course have
written.

You will then be asked to apply
what you’ve learned to a course
you are currently taking or any
other material you are learning.
Pre-
requisite
Knowledge
2 Slide: What are
analogies, metaphors, and
similes?

Slide: Analogy

Add key words or images
as they are narrated
Narration: Before we go further,
let’s be sure you understand what
we mean by analogies,
metaphors, and similes.
First, what is an analogy?
Narration: An analogy is a
comparison of two things to show
their similarities.
Analogies help you envision or
understand what someone is
talking about or referring to by
comparing something to
something else and making it
relatable. Analogies are more in-
depth comparisons that indicate a
more direct relationship between
two things.
What is the TARGET for an
analogy?
Learners
listen to the
presentation
and may
pause the
video
presentation
at any time
to take
notes in
their
notebooks.
Learners
will
complete
the self-
assessment
for
analogies,
metaphors,
and similes.
LEARNING HOW TO LEARN 229

Target is the new knowledge
you are learning, what you want
to learn about.

What is the SOURCE for an
analogy?
Source is your prior knowledge,
you are already familiar with.

The source and target concepts
should be structurally aligned
(similar to each other in as many
ways as possible) so that you are
not confused or distracted by the
ways that they differ.

The source concept needs to be
familiar to learners. For
example, if we make an analogy
between plumbing systems and
the veins and arteries in our
bodies, the analogy will only
work well if learners are familiar
with plumbing systems.
Show analogy example
image a traveler and their
destination and a couple in
love.
Analogy Example: Traveling is
like falling in love, exhilarating
in the beginning and sad when
it’s over.
Slide: Metaphor
Narration: What is a Metaphor?

Add key words or images
as they are narrated
Narration: Metaphors are a
figure of speech used to make
comparisons. These comparisons
describe one thing in terms of
another, but without using the
words “like” or “as”.
Metaphor examples: Life is an
echo, what you send out comes
back.
What you sow, you reap.
What you give, you get.
Life is art, paint your dreams.
Slide: Simile
Narration: What is a Simile?
LEARNING HOW TO LEARN 230

Add key words or images
as they are narrated
Narration: Simile (Simile is a
type of metaphor, just like
sarcasm is a type of irony): A
simile compares two things
using the words “like” or “as” to
create a new meaning. These
comparisons are direct and
typically easy to understand. Ex:
As sly as a fox. Ex: Quiet as a
mouse.

Slide: Your turn: Self-
Assessment
Narration: Now it’s your turn
to check your understanding of
analogies, metaphors, and
similes.

You will find the self-assessment
for analogies, metaphors, and
similes in the document titled:
Unit 4: Prerequisite
Knowledge: Self-Assessment:
Analogies, Metaphors, Similes
Learning
Guidance
- Lecture
- Demo.
3 Slide: How To Identify
Analogies, Metaphors,
and Similes!
Use this video as the
Worked Travel Example.
“How to Pack for a Week
in a Carry-On!” by
Veronica Hill
https://youtu.be/mzTZjK2
ZbJ0

Intro Slide: Download the
handout
Unit 4: Learning
Guidance: Worked Travel
Example: How to Pack
for a Week in a Carry-On
by Veronica Hill
Narration:
Now that you know what
analogies, metaphors, and
similes are, we will show you
their power by demonstrating
how to use them.

For this section, you will need
the handout:
Unit 4: Learning Guidance:
Worked Travel Example: How
to Pack for a Week in a Carry-
On by Veronica Hill to follow
along.
First download the handout, then
read the four steps.
Learners
listen and
watch the
demonstrati
on and may
pause the
video
presentation
at any time
to take
notes in
their
notebooks.
Learners
follow
along the
steps in the
worked
example.

Slide: Add the link to the
You will also need the link to
the video included in this
lesson.

LEARNING HOW TO LEARN 231

video. “How to Pack for a Week in a
Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0

Slide: View the Video
Next you will watch the video
via the link provided. Once you
are done watching the video
then resume this presentation
video to follow the
demonstration along with your
handout.

Slide: Show Worked
Example and Zoom in on
each of the steps as they
appear.
You may pause the video at any
time to take notes in your
notebook.

Narration:
See the Travel Worked
Example.
Practice
and
Feedback
3 Slide: Your turn!

Slide: Learning
Objectives for “Making
Things Memorable”

Text for slide:
Terminal Learning
Objective: Learners will be
able to use the Testing
Effect and SQ3R study
method as strategies for
better understanding and
meaningful learning of the
material to be learned.

Slide: Use the handout
Unit 4: Four step
procedure for Identifying
Analogies to write their
responses in their
Narration: Now it’s your turn
to apply the four steps!
Narration: Pause the
presentation video and read the
Learning objective and take
notes in your notebooks.
Narration: First download the
handout, then read the four
steps.
Next you will watch the video
via the link provided.
Starting at the 1:10 mark and
stopping at the 3:51 mark
“Make Things Memorable: How
to study and learn more
effectively” by David
Meyer http://youtu.be/rFIK5gut
HKM
After watching the designated
portion of the David Meyer’s
video, use the handout titled:
Unit 4: Four step procedure for
Identifying Analogies that was
demonstrated in the previous
Learners
will read
the learning
objective
for the
David
Meyers
video, they
may pause
the video at
any time to
take notes,
then
learners
will resume
the video to
watch the
designated
portion of
the David
Meyers
video.

Then
learners
LEARNING HOW TO LEARN 232

notebook. section and write your responses
to the four steps in your
notebooks.
will refer to
the
handout:
Unit 4:
Four step
procedure
for
Identifying
Analogies
that was
demonstrate
d in the
previous
section and
write their
responses
to the 4
steps in
their
notebooks.

Learners
will read
the
response
from former
student who
has
completed
the section.
Slide: Write your
response to the first step in
your notebook

Next you will read a
response from a former
student

Narration: Here pause the video
and take a moment to study a
response from a former student
who completed this course.

You will find the response in the
document titled: Unit 4: Practice
and Feedback: Former Student
Response

Repeat this for each step.
Authentic
Assessment
3 Slide: Your turn!

Show image of a syllabus

Use the handout Unit 4:
Authentic Assessment:
Syllabus Example: Your
Narration: Now it’s your turn
to apply the five steps to a
syllabus, something you are
quite familiar with by now!
What we’re going to show you
in the syllabus example are two
pages extracted from a full
length syllabus
Learners
will read
the learning
objectives
for the
Syllabus
Example
and take
notes in
their
notebooks.

Narration: Pause the
presentation video and
Learners
will
LEARNING HOW TO LEARN 233

Turn! and write notes in
your notebook.
download the handout: Unit 4:
Authentic Assessment: Syllabus
Example: Your Turn!
Once you have downloaded the
handout read the Learning
objectives and take notes in your
notebooks.
download
the
handout:
Unit 4:
Authentic
Assessment
: Syllabus
Example:
Your Turn!
and read the
learning
objectives
and take
notes in
their
notebook.

Use the handout Unit 4:
Four step procedure for
Identifying Analogies to
write your responses in
your notebook.

Narration: Now download the
handout Unit 4: Four step
procedure for Identifying
Analogies
You will apply the four steps to
the syllabus example just like
we did with the travel video on
how to pack a carry-on and you
will write your responses in your
notebook.
Learners
will refer to
the
handout:
Unit 4:
Four step
procedure
for
Identifying
Analogies
and will
apply the
four steps
to the
syllabus
example
just like
they saw
with the
travel video
on how to
pack a
carry-on
and they
will write
their
responses in
their
notebook.
LEARNING HOW TO LEARN 234

Next you will read a
response from a former
student

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
section.
You will find the response in the
document titled: Unit 4:
Authentic Assessment: Former
Student Response
Learners
will read
the
response
from former
student who
has
completed
this
section.
Retention
and
Transfer
3 Slide: Apply it yourself!

Use your own example
from your own setting or
scenario, a course you are
currently taking or want to
take, and write notes in
your notebook.
Narration: Transfer what
you’ve learned to your own
setting or scenario. Think about
another course you are taking or
want to take and analyze the
syllabus or an assigned reading
and write down in your
notebook one or more
knowledge types to be learned,
then you will create analogies by
recognizing similarities between
your past experiences and
learning on the one hand, and
the new knowledge you are
studying, on the other hand.
Narration: Pause the
presentation video and choose a
syllabus or reading from a
current course you are taking or
want to take and download it.
Once you have downloaded the
material read the learning
objectives and take notes in your
notebooks.
Learners
will choose
a syllabus
or reading
from a
current
course they
are taking
or want to
take. They
will
download
the material
and read the
learning
objectives
and take
notes in
their
notebooks.

Use the handout Unit 4:
Four step procedure for
Identifying Analogies to
write their responses in
their notebook.

Apply the four steps to your
own scenario just like we did in
the last two sections and you
will write your responses in your
notebooks.

Learners
apply the
four steps
to their own
scenario
and write
their
responses in
their
LEARNING HOW TO LEARN 235

notebook.
Big
Ideas
30
sec
Slide: Big Ideas!
Review and ask students
to reflect:
Review the “take aways”
from this unit and the
application of procedures.
Connect the importance of
the procedural knowledge
to the goals of the unit and
course.
Narration: So, what big ideas
can we take away from this
unit?
Take a moment and write your
take-aways in your notebooks,
which will be compiled into
your personal portfolio at the
end of the course.
Learners
write down
their take-
aways for
this unit.

Next read a response
from a former student
Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.
You will find the response in the
document titled: Unit 4: Big
Ideas: Former Student Response
Learners
will read
the
response
from former
student who
has
completed
the course.
Advance 30 Slide: Coming next! Narration: In the next unit, Unit Learners
Organiz sec

5 (L2L Lesson 4) you will learn write notes
er for

how to memorize anything. for the next
the Next

Terminal learning objective: unit.
Unit

When learners have determined

that they must memorize

information for a test and later

performance in the field, they

will learn to select and

implement an effective

memorization strategy as

measured by assessments.

Total
Time
20
LEARNING HOW TO LEARN 236

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 4

Unit 4: Four Step Procedure for Identifying Analogies (L2L, 2009):

1. When you have outlined and classified the type of information presented in each lesson to
support the learning objectives (Lesson 3), review each “process” objective you’ve
identified and make a short list in your notebook of potentially similar processes you
already know about that may be analogous -- such as sports or the way that familiar
machines operate.

2. Write, in your notebook, a brief description of the processes you think are similar to those
you are learning.

3. Try to connect all of the information you have about the new process to elements of the
more familiar process you have identified, write your response in your notebook.

4. Repeat steps 1 to 3 for some of the principles you identified in Lesson 3 and make a list,
in your notebook, of familiar cause and effect principles that are familiar to you.
LEARNING HOW TO LEARN 237

Unit 4: Prerequisite Knowledge: Self-Assessment: Analogies, Metaphors, Similes
Instructions:
1. Read the definitions and applications of analogies, metaphors, and similes.
2. Read each statement and indicate if it is an analogy, metaphor or simile.

Type Definition and when to
use
Examples
Analogy An analogy is a
comparison of two things
to show their similarities.

Analogies help you
envision or understand
what someone is talking
about or referring to by
comparing something to
something else and making
it relatable.

Analogies are more in-
depth comparisons that
indicate a more direct
relationship between two
things.

Many analogies are so
useful that they are part of
everyday speech. These are
often known as figures of
speech or idioms.
· Finding a good man is like
finding a needle in a haystack.
As Dusty Springfield knows,
finding a small needle in a pile of
hay takes a long time, so the task
at hand is likely to be hard and
tedious.
· That’s as useful as rearranging
deck chairs on the Titanic. It
looks like you’re doing something
helpful but really it will make no
difference in the end.
· Explaining a joke is like
dissecting a frog. You
understand it better but the frog
dies in the process. E.B White’s
famous analogy shows that
sometimes it’s better not to know
too much.
What is the TARGET for Target is the new The source and target concepts
an analogy? knowledge you are should be structurally aligned

learning, what you want to (similar to each other in as

learn about. many ways as possible) so that

learners are not confused or

distracted by the ways that
they differ.
LEARNING HOW TO LEARN 238

What is the SOURCE for
an analogy?
Source is your prior
knowledge, you are
already familiar with this.
The source concept needs to
be familiar to learners. For
example, if we make an
analogy between plumbing
systems and the veins and
arteries in our bodies, the
analogy will only work well if
learners are familiar with
plumbing systems.
Metaphor Metaphors are a figure of
speech used to make
comparisons. These
comparisons describe one
thing in terms of another,
but without using the
words “like” or “as”.
Life is a roller coaster with lots of
ups and downs.

America is the great melting pot.

My mother is the warden at my
house.
Simile
(Simile is a type of
metaphor, just like sarcasm
is a type of irony)
A simile compares two
things using the words
“like” or “as” to create a
new meaning. These
comparisons are direct and
typically easy to
understand.
· As sly as a fox
· As stubborn as a mule
· Crazy like a fox
· Quick like a cat
· Quiet like a mouse

STATEMENTS:
STATEMENTS TYPE:
ANALOGY, METAPHOR,
SIMILE
Thick as thieves.

That movie was a roller coaster ride of emotions. While
you’re not flying through the air, the twists, turns and
surprises of a movie plot can leave you feeling like you’ve
been through quite an experience.

As blind as a bat.

You are the wind beneath my wings.

Life is like a box of chocolates – you never know what
you’re gonna get! From Forrest Gump this shows that life

LEARNING HOW TO LEARN 239

has many choices and surprises, just like a box of
chocolates.

He is a diamond in the rough.

ANSWER KEY:
STATEMENTS TYPE:
ANALOGY, METAPHOR,
SIMILE
Thick as thieves. SIMILE
That movie was a roller coaster ride of emotions. While
you’re not flying through the air, the twists, turns and
surprises of a movie plot can leave you feeling like you’ve
been through quite an experience.
ANALOGY
As blind as a bat. SIMILE
You are the wind beneath my wings. METAPHOR
Life is like a box of chocolates – you never know what
you’re gonna get! From Forrest Gump this shows that life
has many choices and surprises, just like a box of
chocolates.
ANALOGY
He is a diamond in the rough. METAPHOR
LEARNING HOW TO LEARN 240

Unit 4: Worked Travel Example: How to Pack for a Week in a Carry-On by Veronica Hill
using the Four Step Procedure for Identifying Analogies (L2L, 2009)
Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify
examples, troubleshoot, predict,
perform procedures, and solve
problems. (procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Instructions:
1. First read the document titled: Four Step Procedure for Identifying Analogies. (L2L,
2009)
2. Next watch the video and take notes in your notebook.
3. The transcript for this video is located at the end of this handout.
4. Video: “How to Pack for a Week in a Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0
5. Note that the four step procedure has been applied to our travel worked example.

Worked Example: How to Pack for a Week with a Carry-On
LEARNING HOW TO LEARN 241

Terminal objective: Given the destination, weather, and length of a trip, travelers will be able to
use the rolling method to pack the most clothes for a week in a carry-on suitcase without
resulting in wrinkles.
Enabling objectives:
● Know the destination
● Know the weather
● Know what the rolling method is
● Know how to pack tops and bottoms
● Know how to pack shoes
● Know how to pack undergarments and accessories
● Know how to calculate the amount of clothes you need versus the size of the carry-on and
make appropriate adjustments

Four Step Procedure for Identifying Analogies (L2L, 2009)

1. When you have outlined and classified the type of information presented in the How to
Pack For a Week with a Carry-On video to support the learning objectives, review each
“process” objective you’ve identified and make a short list in your notebook of
potentially similar processes you already know about that may be analogous -- such as
sports or the way that familiar machines operate.

Enabling Objective Knowledge Type: Process Similar Processes
Rolling Method Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Deciding to take an Uber to the
airport instead of driving myself, it
saves time and effort and
accomplishes my goal.
Packing tops &
bottoms
Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Deciding to complete the online early
check-in for my flight instead of
checking-in once I arrive at the
airport avoids the hassle of waiting in
line and guarantees my seat on the
flight.

2. Write, in your notebook, a brief description of the processes you think are similar to
those you are learning.
a. I think the rolling method for packing is a process that is similar to the processes I
am learning. The rolling method is a process because it has stages just like the
processes I’m learning now regarding analogies, metaphors, and similes.
LEARNING HOW TO LEARN 242

3. Try to connect all of the information you have about the new process to elements of the
more familiar process you have identified, write your response in your notebook.
a. The application of the rolling method process is to perform it in the order of the
stages with the expectation I will avoid arriving at my destination with wrinkled
clothing. The application of the process of analogies is to learn more quickly and
effectively.

4. Repeat steps 1 to 3 for some of the principles you identified in How to Pack For a Week
with a Carry-On video, and make a list, in your notebook, of familiar cause and effect
principles that are familiar to you.

Enabling Objective Knowledge Type: Principle Similar Principle
Calculating the right amount
of clothes
Based on all the other
knowledge I have about this
trip and my carry-on I will be
able to calculate the right type
and amount of clothing to
pack.
Deciding to take an Uber to
the airport instead of driving
myself and trying to find
parking, and knowing the
general amount of traffic for
the day and time of the week,
I will be able to calculate the
right time to have the Uber
driver pick me up to get me to
the airport on time for my
flight.

Transcript of the video:

Veronica Hill of California Travel Tips shares her best packing tips using the rolling method.
This tutorial will show you what to pack for a week in a carry-on.
If you want to avoid checking your bags, buy a suitcase that's 45 linear inches, which is the total
of the length, height and width of the bag.

What I Pack for a Week in My Carry-On:
A good rule is to pack 6 tops, 4 bottoms, 2 dresses, 3 shoes (tennies, dressy ballet flats and
sandals), 2 bathing suits, enough undergarments for a weeklong trip. Keep everything in 2-3
coordinating shades. In place of one top, bring a cardigan for cool nights, even in California. It's
also great for dressing up an outfit and doesn't take up much space.

1) Roll up jeans and heavier garments first.

2) Put shoes in first, soles against the wall, followed by the rolled jeans and lighter items.

3) Camis add a pop of color and are great for layering or sleepwear.
LEARNING HOW TO LEARN 243

4) Pack underwear and jewelry in your shoes. It will save space.

5) Pack several sizes of Zip bags. The 2 1/2 gallon size can double as packing cubes. Just sit on
them and force out the air for the most space. You can pack an entire outfit in each bag for quick
access each morning. Others can be used for dirty underwear, wet bathing suits, ice packs, or
protection for your camera in wet weather. Put a dryer sheet in each Ziploc bag to keep clothes
smelling fresh.

6) Follow the 311 rule. All liquids brought onto planes must be in 3.4-ounce bottles or smaller
and inside a single, clear, quart-size zip-top bag. Store your liquids in the front pocket of your
carry-on so it's easily accessible during security check.

7) Use tissue paper to roll up your silk, cotton and linen clothing. It helps prevent wrinkles.

8) I always pack a pair of black yoga pants and black tank top. They can double as PJs. Take
advantage of the hotel laundry service.

9) Pack a versatile black dress, which can be worn to the beach, used as a coverup at the pool, or
worn for a casual night out.

10) If you end up buying too much stuff at your destination, pack up all your dirty clothes and
send it home by UPS. Then you'll have more room in your case!
LEARNING HOW TO LEARN 244

Unit 4: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R video
by David Meyer
Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
C - Concept Anything with a definition and at least one example (facts, names,
places).
P - Process A description of how something works, stage by stage (teams,
equipment, systems).
P - Principle Cause and effect relationships.
P - Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLED
GE TYPES
REMEMBER/SAY:
So that people can remember or think
something consciously and “say” or
“tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Instructions:
1. First read the document titled: Four step procedure for Identifying Analogies. (L2L,
2009)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the four step procedure to the travel worked example, you will do
the same thing with this video.
LEARNING HOW TO LEARN 245

7. Fill in the blanks in the tables and complete the responses for steps 2 and 3.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Four Step Procedure for Identifying Analogies (L2L, 2009)

1. When you have outlined and classified the type of information presented in the Make
Things Memorable: How to study and learn more effectively video to support the
learning objectives, review each “procedure” objective you’ve identified and make a
short list in your notebook of potentially similar procedure you already know about that
may be analogous -- such as sports or the way that familiar machines operate.

Note: In this video there aren’t any “processes” so I am replacing “processes” with
“procedures”.

Enabling Objective Knowledge Type: Procedure
(steps)
Similar Procedures
Testing Effect The procedure of using the
testing effect will help me
learn and remember material
best when I put it in my own
words and when I rehearse it
and then recall it.

SQ3R Study Method SQ3R - Survey! Question!
Read! Recite! Review! This
study method helps me break
down each part of a reading or
learning task to ensure I
understand what I’m supposed
to be learning.

LEARNING HOW TO LEARN 246

2. Write, in your notebook, a brief description of the procedures you think are similar to those
you are learning.
a.
3. Try to connect all of the information you have about the new procedures to elements of the
more familiar procedures you have identified, write your response in your notebook.
b.

4. Repeat steps 1 to 3 for some of the principles you identified in Make Things Memorable:
How to study and learn more effectively video, and make a list, in your notebook, of familiar
cause and effect principles that are familiar to you.

Enabling Objective Knowledge Type: Principle Similar Principle
Evaluating if the testing effect
and SQ3R study strategies
facilitated a better
understanding and meaningful
learning
Principle: The more I apply
the testing effect and SQ3R
study strategies the better I
understand and experience
meaningful learning with the
material to be learned.

Transcript:
● What is Testing Effect? (also called the retrieval Practice Effect or Test Enhance
Learning)
○ The principle is that testing is not just a way to assess learning it's also a way to
improve learning. We learn and remember material best and we put it in our own
words and when we rehearse it and then retrieve it and that's the testing effect.
● What is SQ3R?
○ SQ3R is a reading strategy: Survey! Question! Read! Recite! Review!
○ SQ3R will help you build a framework to understand your reading assignment.
● Before you read, Survey the chapter:
○ The title, headings, and subheadings
○ Captions under pictures, charts, graphs or maps
○ Review questions or teacher-made study guides
○ Introductory and concluding paragraphs
○ Summary
● Question while you are surveying:
○ Turn the title, headings, and/or subheadings into questions
○ Read questions at the end of the chapters or after each subheading
○ Ask yourself, "What did my instructor say about this chapter or subject, when it
was assigned?"
○ Ask yourself, "What do I already know about this subject?"
LEARNING HOW TO LEARN 247

○ Note: If it is helpful to you, write out these questions for consideration. This
variation is called SQW3R.
● When you begin to Read:
○ Look for answers to the questions you first raised
○ Answer questions at the beginning or end of chapters or study guides
○ Reread captions under pictures, graphs, etc.
○ Note all the underlined, italicized, bold printed words or phrases
○ Study graphic aids
○ Reduce your speed for difficult passages
○ Stop and reread parts which are not clear
○ Read only a section at a time and recite after each section
● Recite after you've read a section:
○ Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
○ Take notes from the text but write the information in your own words
○ Underline important points you've just read
○ Reciting:
■ The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
■ Quadruple strength learning: Seeing, saying, hearing, writing!!!
● Review: an ongoing process
LEARNING HOW TO LEARN 248

Unit 4: Practice and Feedback: Testing Effect and SQ3R video by David Meyer
Former Student Response

Below are the responses from a former student who completed this section.
Definitions: (L2L, 2009)

Applications: (L2L, 2009)
KNOWLED
GE TYPES
REMEMBER/SAY:
So that people can remember or think
something consciously and “say” or
“tell” others, if necessary.
(declarative or conceptual
knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Instructions:
1. First read the document titled: Four step procedure for Identifying Analogies. (L2L,
2009)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
KNOWLEDGE
TYPES
DEFINITION
C - Concept Anything with a definition and at least one example (facts, names,
places).
P - Process A description of how something works, stage by stage (teams,
equipment, systems).
P - Principle Cause and effect relationships.
P - Procedure How one person accomplishes a goal, step by step with actions and
decisions.

LEARNING HOW TO LEARN 249

5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the four step procedure to the travel worked example, you will do
the same thing with this video.
7. Fill in the blanks in the tables and complete the responses for steps 1 and 2.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Four Step Procedure for Identifying Analogies (L2L, 2009)

1. When you have outlined and classified the type of information presented in the Make
Things Memorable: How to study and learn more effectively video to support the
learning objectives, review each “procedure” objective you’ve identified and make a
short list in your notebook of potentially similar procedure you already know about that
may be analogous -- such as sports or the way that familiar machines operate.

Note: In this video there aren’t any “processes” so I am replacing “processes” with
“procedures”.

Enabling Objective Knowledge Type: Procedure
(steps)
Similar Procedures
Testing Effect The procedure of using the
testing effect will help me
learn and remember material
best when I put it in my own
words and when I rehearse it
and then recall it.
Packing shoes: The procedure of
packing the shoes with the soles
against the sides of the carry-on will
allow for more space for more
clothes.
SQ3R Study Method SQ3R - Survey! Question!
Read! Recite! Review! This
study method helps me break
down each part of a reading or
learning task to ensure I
understand what I’m supposed
to be learning.
Packing undergarments and
accessories: The procedure of
packing the undergarments and
accessories inside the shoes will
allow for more space for more
clothes.
LEARNING HOW TO LEARN 250

1. Write, in your notebook, a brief description of the procedures you think are similar to
those you are learning.
a. I think the SQ3R study method is a procedure that is similar to the procedures I
am learning. The SQ3R study method is a step by step, with actions and
decisions, procedure for accomplishing a goal, just like the processes I’m
learning now regarding analogies, metaphors, and similes to learn quicker and
more effectively.
2. Try to connect all of the information you have about the new procedures to elements of
the more familiar procedures you have identified, write your response in your notebook.
a. Packing shoes and packing undergarments and accessories are familiar
procedures - they involve a series of actions to accomplish the goal of packing as
much as possible in the carry-on suitcase. For example, I pack undergarments and
accessories inside my shoes first to save space, then pack the shoes with the soles
against the sides of the carry-on, away from the clothing. The SQ3R Study
Method - Survey! Question! Read! Recite! Review! Also involves a series of
actions for each step to accomplish the goal of gaining a better understanding and
meaningful learning of the material to be learned.

3. Repeat steps 1 to 3 for some of the principles you identified in Make Things
Memorable: How to study and learn more effectively video, and make a list, in your
notebook, of familiar cause and effect principles that are familiar to you.

Enabling Objective Knowledge Type: Principle Similar Principle
Evaluating if the testing effect
and SQ3R study strategies
facilitated a better
understanding and meaningful
learning
Principle: The more I apply
the testing effect and SQ3R
study strategies the better I
understand and experience
meaningful learning with the
material to be learned.
Calculating the right
amount of clothes: Based on
all the other knowledge I have
about this trip and my carry-
on I will be able to calculate
the right type and amount of
clothing to pack.
Principle the hotter the
weather at the destination the
lighter the clothes.

Principle the lighter the
clothes the thinner the
material the more you are
able to pack in the carry-on.
Principle organized packing
of garments decreases
LEARNING HOW TO LEARN 251

wrinkles.
LEARNING HOW TO LEARN 252

Unit 4: Authentic Assessment: Syllabus Example: Your Turn!

Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if
necessary. (declarative or
conceptual knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Unit 4: Authentic Assessment: Syllabus Example

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
LEARNING HOW TO LEARN 253

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Instructions:
1. First read the document titled: Four Step Procedure for Identifying Analogies. (L2L,
2009)
2. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
3. Note the syllabus example is located at the end of this handout.
4. Fill in the blanks in the tables and complete the responses for steps 2 and 3.

Four Step Procedure for Identifying Analogies (L2L, 2009)

1. When you have outlined and classified the type of information presented in the EDUC
605: Framing Educational Leadership Course Syllabus – Fall 2015 to support the
learning objectives, review each “process” objective you’ve identified and make a short
list in your notebook of potentially similar processes you already know about that may
be analogous -- such as sports or the way that familiar machines operate.

Enabling Objective Knowledge Type: Process Similar Processes
Value of evidence- Deciding the value of
evidence-based decision-
making will allow me to
use/apply the stages of this
process to differentiate
between supported and
unsupported assertions.

based decision-
making and
differentiate between
supported and
unsupported
assertions.
LEARNING HOW TO LEARN 254

2. Write, in your notebook, a brief description of the processes you think are similar to
those you are learning.
a.
3. Try to connect all of the information you have about the new process to elements of the
more familiar process you have identified, write your response in your notebook.
a.

4. Repeat steps 1 to 3 for some of the principles you identified in EDUC 605: Framing
Educational Leadership Course Syllabus – Fall 2015, and make a list, in your notebook,
of familiar cause and effect principles that are familiar to you.

Enabling Objective Knowledge Type: Principle Similar Principle
Empirical research to
understand current problem of
practice.
Based on all other knowledge
I have about the identified
current problem of practice I
will be able to evaluate and
understand the empirical
research pertaining to the
problem of practice.
(principle)

Interpret and evaluate the
quality of evidence to support
the problem of practice
Based on all other knowledge
I have about the identified
current problem of practice
and empirical research I will
be able to interpret and
evaluate the quality of
evidence to support the
problem of practice.
(principle)

Identify and integrate valid
and reliable evidence to
support assertions about the
problem of practice.
Based on all other knowledge
I have about the identified
current problem of practice I
will be able to identify and
integrate valid and reliable
evidence to support assertions
about the problem of practice.
(principle)

LEARNING HOW TO LEARN 255

EDUC 605: Framing Educational Leadership
Course Syllabus – Fall 2015

INTRODUCTION
The mission of the USC Rossier School of Education is to improve learning in urban education
locally, nationally, and globally.

The program and this course is a critical component of the USC Rossier School of Education
mission to improve this mission. An important aspect of this mission is to apply Rossier’s
Guiding Principles by providing leadership to address instructional design and delivery issues so
that all learners have access to learning in a variety of contexts and in which outcomes can be
measured and accountable to appropriate stakeholders.

PURPOSE
The purpose of this course is to help you begin to identify and research problems of practice
particularly pertinent in urban learning. Essential to solving such problems of practice is the fair
and accurate identification and representation of these problems. The presentation of problems of
practice requires the use of sound evidence-based research to justify and support the statement of
the problem as well as provide a history and background of a problem. As you continue in the
program, you will continue to reflect on these problems of practice, as well as identify potential
causes and solutions to such problems. One of the problems of practice will also become the
focus of your Dissertation in Practice.

This course is also designed to develop academic literacy skills that incorporate critical analysis
in writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content. These academic
literacy skills are essential in the program, and you will continued to develop and expand on
these skills in assignments that are required in your coursework and as you write your
Dissertation.

LEARNING OUTCOMES
By the completion of this course, you will be able to:

1. Articulate your professional identity and goals.

2. Identify current problems and challenges in their intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in your professional field.

4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.

5. Articulate the value of evidence-based decision-making and differentiate between supported
LEARNING HOW TO LEARN 256

and unsupported assertions.

6. Interpret and evaluate the quality of evidence to support the identification and presentation of
a problem of practice.

7. Identify and integrate valid and reliable evidence to support assertions about the problem of
practice.

8. Apply APA formatting in the documentation and citation of evidence.

9. Demonstrate effective written and oral communication skills.

Citation for the syllabus:
University of Southern California. (2015). EDUC 605: Framing educational leadership course
syllabus-fall 2015. Los Angeles, California: Rossier School of Education.
LEARNING HOW TO LEARN 257

Unit 4: Authentic Assessment: Syllabus Example
Former Student Response
Definitions: (L2L, 2009)
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if
necessary. (declarative or
conceptual knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform

Below are the responses from a former student who completed this section.

Unit 4: Authentic Assessment: Syllabus Example

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
LEARNING HOW TO LEARN 258

Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Instructions:
1. First read the document titled: Four Step Procedure for Identifying Analogies. (L2L,
2009)
2. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
3. Note the syllabus example is located at the end of this handout.

Four Step Procedure for Identifying Analogies (L2L, 2009)

1. When you have outlined and classified the type of information presented in the EDUC
605: Framing Educational Leadership Course Syllabus – Fall 2015 to support the
learning objectives, review each “process” objective you’ve identified and make a short
list in your notebook of potentially similar processes you already know about that may
be analogous -- such as sports or the way that familiar machines operate.

Enabling Objective Knowledge Type: Process Similar Processes
Value of evidence-
based decision-
making and
differentiate between
supported and
Deciding the value of
evidence-based decision-
making will allow me to
use/apply the stages of this
process to differentiate
between supported and
Knowing the carry-on restrictions for
the airline I’m taking on vacation will
allow me to use/apply the stages of
the rolling packing method and allow
me to pack the greatest amount of
clothes with the least amount of
LEARNING HOW TO LEARN 259

unsupported
assertions.
unsupported assertions. wrinkles when I arrive at my
destination.

2. Write, in your notebook, a brief description of the processes you think are similar to
those you are learning.
a. I think the rolling method for packing is a process that is similar to the processes I
am learning. The rolling method is a process because it has stages just like the
processes I’m learning now regarding analogies, metaphors, and similes.
3. Try to connect all of the information you have about the new process to elements of the
more familiar process you have identified, write your response in your notebook.
a. The application of the rolling method process is to perform it in the order of the
stages with the expectation I will avoid arriving at my destination with wrinkled
clothing. The application of the process of analogies is to learn more quickly and
effectively.

4. Repeat steps 1 to 3 for some of the principles you identified in How to Pack For a Week
with a Carry-On video, and make a list, in your notebook, of familiar cause and effect
principles that are familiar to you.

Enabling Objective Knowledge Type: Principle Similar Principle
Empirical research to
understand current problem of
practice.
Based on all other knowledge
I have about the identified
current problem of practice I
will be able to evaluate and
understand the empirical
research pertaining to the
problem of practice.
(principle)
Deciding to take an Uber to
the airport instead of driving
myself and trying to find
parking, and knowing the
general amount of traffic for
the day and time of the week,
I will be able to calculate the
right time to have the Uber
driver pick me up to get me to
the airport on time for my
flight.
Interpret and evaluate the
quality of evidence to support
the problem of practice
Based on all other knowledge
I have about the identified
current problem of practice
and empirical research I will
be able to interpret and
evaluate the quality of
evidence to support the
problem of practice.
Principle: the more I apply
the testing effect and SQ3R
study strategies the better I
understand and experience
meaningful learning with the
material to be learned.
LEARNING HOW TO LEARN 260

(principle)

Identify and integrate valid
and reliable evidence to
support assertions about the
problem of practice.
Based on all other knowledge
I have about the identified
current problem of practice I
will be able to identify and
integrate valid and reliable
evidence to support assertions
about the problem of practice.
(principle)
Based on all the other
knowledge I have about this
trip and my carry-on I will be
able to calculate the right type
and amount of clothing to
pack.
Principle the hotter the
weather at the destination the
lighter the clothes.
Principle the lighter the
clothes the thinner the
material the more you are
able to pack in the carry-on.
Principle organized packing
of garments decreases
wrinkles.
LEARNING HOW TO LEARN 261

Unit 4: Big Ideas: Former Student Response
Definitions: (L2L, 2009)

Applications: (L2L, 2009)
KNOWLEDGE
TYPES
REMEMBER/SAY:
So that people can remember or
think something consciously and
“say” or “tell” others, if
necessary. (declarative or
conceptual knowledge)
USE/APPLY:
So that people can classify examples,
troubleshoot, predict, perform
procedures, and solve problems.
(procedural knowledge)
Concept Define Classify
Process Describe Troubleshoot
Principle Explain Predict
Procedure List Perform
Here’s what a former student had to say was their “big idea or take-away”

“Learning how to use and apply the Four step procedure for Identifying Analogies by Clark and
Yates (2009) has really increased my confidence in being able to identify analogies, metaphors,
and similes in any material I’m learning, whether it is for school or work. Knowing how to
identify one or more knowledge types in my learning materials, I was able to create analogies by
recognizing similarities between my past experiences and learning on the one hand, and the new
knowledge I was studying, on the other hand. Using analogies helped me learn more quickly and
effectively!”
KNOWLEDGE
TYPES
DEFINITION
Concept Anything with a definition and at least one example (facts, names,
places).
Process A description of how something works, stage by stage (teams,
equipment, systems).
Principle Cause and effect relationships.
Procedure How one person accomplishes a goal, step by step with actions and
decisions.

LEARNING HOW TO LEARN 262

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 5

Unit 5: How to memorize anything (L2L Lesson 4)
Learning activities.
 After introduction and attention activities, assess prior knowledge of the meaning
of what an effective memorization strategy is.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of selecting and implementing an effective
memorization strategy.
 Model any necessary procedures
 Provide opportunities for practice and feedback
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
 Demonstrate procedure for selecting and implementing an effective memorization
strategy.
 Provide opportunities for practice and feedback
 Provide the opportunity to transfer learning to their own notebook.

Assessment.

 When learners have determined that they must memorize information for a test
and later performance in the field, they will learn to select and implement an
effective memorization strategy as measured by assessments.

Unit Duration: 20 minutes

Introduction: This is the fifth unit in the seven unit course on learning how to learn.
Performance problems are the result of a lack of sufficient knowledge to perform the learning
task and achieve the learning objective. The purpose of this unit is to teach you how to memorize
anything.

Learning Objective(s)

Terminal Objective:
 When learners have determined that they must memorize information for a test and
later performance in the field, they will learn to select and implement an effective
memorization strategy as measured by assessments.
Enabling Objective(s):
LEARNING HOW TO LEARN 263

Lesson Materials
 Access to computer with internet for learning platform
 Note taking guide and materials – includes handout with key words and procedural
steps
 Handouts:
o Unit 5: Four Step Procedure for asking questions and using mnemonic
strategies that lead to better memorizing (L2L, 2009).
o Unit 5: Prerequisite Knowledge: Self-Assessment: 5 Types of Memory
Strategies - Sentence Mnemonic; Acronyms; Keyword Method; Action Images;
Flash Cards
o Unit 5: Learning Guidance: Worked Travel Example: How to Pack for a Week
in a Carry-On by Veronica Hill
o Unit 5: Practice and Feedback: Guided Practice Example: Testing Effect and
SQ3R video by David Meyer
o Unit 5: Practice and Feedback: Former Student Response
o Unit 5: Authentic Assessment: Syllabus Example: Your Turn!
o Unit 5: Authentic Assessment: Former Student Response
o Unit 5: Big Ideas: Former Student Response
 Videos:
o “How to Pack for a Week in a Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
o “Make Things Memorable: How to study and learn more effectively” by David
Meyer http://youtu.be/rFIK5gutHKM
 Presentation slides using pre-recorded lecture videos

Learner Characteristic Accommodations

Developer’s Notes

Instructional Activities
Instructional
Sequence
Ti
me
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
1 Show title slide for Narration 1. Narration 1: Welcome
to Unit 5 of Mind,
Learners
watch and
 Know what an effective memorization strategy is
 Be able to select an effective memorization strategy
 Implement the memorization strategy.
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction).
LEARNING HOW TO LEARN 264

Motivation, and
Meaningful Learning: A
Cognitive Science
Approach To Learning
How To Learn.
To navigate this program
press the ESC key to
make the directional
arrows appear. You may
pause this narrated video
at any time.
listen to the
video,
connect
their
personal
experience
to the video
Show slides with travel magazine
photos of destinations and travel
books for Narration 2.

Zoom in on examples
Narration 2: Continuing
with the travel theme:
Think about when you
are going on vacation.
What do you need to
know?
You need to know things
like What type of clothes
or accessories to pack? If
you don’t do these things
correctly you’ll end up
packing the wrong items
or forgetting something
important. How will you
know if you’ve done
everything you are
supposed to do to get
you to the right place on
time with the right
clothes? Most of us will
make a checklist or a “to
do” list to identify all the
things we don’t want to
forget.

In this lesson you will
learn other methods you
can use to strengthen and
build on your memorized
knowledge so that it will
be available to you in the
future when you need it.

Learning
Objectives
1 Show Learning Objective slide Narration: This is the
learning objective for
Learners
read the
LEARNING HOW TO LEARN 265

Developer note: Do not show text
all at once, show one line at a
time.

Developer note: This is the text for
this slide
The Terminal Learning
Objective for this unit is: When
learners have determined that they
must memorize information for a
test and later performance in the
field, they will learn to select and
implement an effective
memorization strategy as
measured by assessments.
this unit. Read it as it
appears on the screen
and pause the video to
take notes in your
notebook.
learning
objective
on the
presentatio
n slide and
write it
down in
their
notebooks.

Learners
pause the
video to
allow time
to take
notes.
Reasons
for
Learning
- Benefits
- Risks
2 Show slide “Reasons for learning
this unit.”

Show slides of various media with
travel theme and satisfied
learners
Intro Narration:
Let’s take a look at why
it is important to learn to
select and implement an
effective memorization
strategy such as the 5
Types of Memory
Strategies - Sentence
Mnemonic; Acronyms;
Keyword Method;
Action Images; Flash
Cards.
Learners
listen to the
presentatio
n and may
pause the
video at
any time to
take notes
in their
notebooks.

Narration: In the
previous lesson you
learned how to use
analogies to connect
your past experiences
with the new knowledge
you are studying. These
connections become
stronger the more that
you use different
methods to build on the
knowledge you already
know.

Benefits: show images of satisfied
or happy learners.
Benefits Narration
(L2L, 2009): If you use
these memorization

LEARNING HOW TO LEARN 266

strategies, you will
remember the
information you need to
when you need to.
Learning other methods
you can use to strengthen
and build on your
memorized knowledge
so that it will be
available to you in the
future when you need it
will help you be a more
effective and efficient
learner.

Risks Avoided: Show slides of a
frustrated learner.
Risks Avoided
Narration: If you do not
use these memorization
strategies, you will not
remember the
information you need to
when you need to. If you
do not learn additional
methods to use to
strengthen and build on
your memorized
knowledge it will not be
available to you in the
future when you need it
resulting in you not
being an effective and
efficient learner.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
1 Show slide: Overview: What you
already know….What’s new to
you...and how you will learn it.

Show slide: What you already
know…

Show slides of 5 Types of
Memorization Strategies: Sentence
Mnemonic, Acronyms, Keyword
Method, Action Images, Flash
Card Memorization
Narration: Have you
ever been faced with
something you need to
memorize? What clothes
to pack? Things that must
done before leaving on
vacation? The name of
the airline? Of course you
are familiar with
memorizing but have you
ever thought about why or
how you memorized the
information?
Learners
listen to the
presentation
and may
pause the
video at any
time to take
notes in their
notebooks.
LEARNING HOW TO LEARN 267

For example did you
create an Acronym for
Suitcase:
Suitable clothing & shoes
Underwear
Information
Toiletries
Currency
Accessories
Survival
Extras

Show slide: New knowledge...
Think about why you need to learn
5 Types of Memorization
Strategies?
Narration for new
knowledge:
Think about what you
already know about 5
Types of Memorization
Strategies: Sentence
Mnemonic, Acronyms,
Keyword Method,
Action Images, Flash
Card Memorization. You
have used them
throughout your entire
academic careers and
most likely the majority
of your lives, but have
you ever thought about
how to use them to
learn?

Using the 5 Types of
Memorization Strategies
such as Mnemonics are
very useful because they
can be modified to fit a
variety of learning
content. These strategies
enhance memory of
complex words or ideas
and promotes better
retention of material to
be learned.
Once you have
determined that you
must memorize
LEARNING HOW TO LEARN 268

information for a test and
later performance in the
field, you will learn to
select and implement an
effective memorization
strategy as measured by
assessments.

Show slide: Learning activities
for this unit.

 What are the 5 Types of
Memorization Strategies?
 Demonstration
 Practice and feedback
 Application to a course you
are taking
Narration for Learning
Activities:
To learn how to identify
the 5 Types of
Memorization Strategies
to help your learning, we
will first provide you with
definitions and examples
of what we mean by the 5
Types of Memorization
Strategies: Sentence
Mnemonic, Acronyms,
Keyword Method, Action
Images, Flash Card
Memorization.

Then we will demonstrate
how to do this, and then
give you opportunities to
practice using the handout
as a guide. We will show
you what “right” looks
like by presenting what
other learners who have
taken this course have
written.

You will then be asked to
apply what you’ve
learned to a course you
are currently taking or
any other material you are
learning.
Pre- 2 Slide: What are the 5 Types of Narration: Before we go Learners
requisite

Memorization Strategies? further, let’s be sure you listen to the
Knowledge

understand what we mean presentatio

by the 5 Types of n and may

Memorization Strategies: pause the
LEARNING HOW TO LEARN 269

Slide: Mnemonic and Sentence
Mnemonics
Sentence Mnemonic,
Acronyms, Keyword
Method, Action Images,
Flash Card Memorization.

First, what is a
Mnemonic and a
Sentence Mnemonic?

Narration: A mnemonic
is a memory device such
as constructing a pattern
of letters, sentences or
images associated with
something you want to
remember.
Sentence Mnemonic: A
sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
Example: “Thirty days
hath September, April,
June, and November; all
the rest have thirty one
except for February
which has twenty-eight
days”

Narration: What is an
acronym?

Narration: An acronym
is a type of mnemonic
where people who want
to remember a string of
words or objects
construct a word or name
formed from the first
letter of each of the
words in the sequence to
be memorized.
Acronym Examples:
SMART goals –
Specific, Measurable,
video
presentatio
n at any
time to take
notes in
their
notebooks.
Add key words or images as they
are narrated

Show Sentence Mnemonic
examples image
Learners
will
complete
the self-
assessment
s for the 5
Types of
Memorizati
on
Strategies:
Sentence
Mnemonic,
Acronyms,
Keyword
Method,
Action
Images,
Flash Card
Memorizati
on.

Slide: Acronyms

Add key words or images as they
are narrated

Show Acronym examples image

LEARNING HOW TO LEARN 270

Achievable, Realistic,
Timely goals.
ASAP – As Soon as
Possible
FYI – For Your
Information
RSVP – To reserve,
make a reservation for a
party, to respond.
(French-Répondez S’il
Vous Plaît)
ETA - Estimated Time
of Arrival

Slide: Keyword Method
Narration: What is a
Keyword Method?

Add key words or images as they
are narrated
Narration: The
keyword method is
linking a familiar word
with a term or part of a
term to be learned and
associating an image to
the familiar word in
order to remember not
only the meaning of the
word but also how it is
pronounced. Keywords
are often used to
remember the meaning
and pronunciation of
words in a foreign
language.
Show Keyword Method
examples image
Keyword Method
Example: Italian
Vocabulary Words and
Corresponding
Mnemonic Strategies:
Italian Word and
Meaning: Mela (apple)
Keyword: Mail
Keyword
Strategy/Method: An
apple in a mailbox
LEARNING HOW TO LEARN 271

Slide: Action Images
Italian Word and
Meaning: Capre (goat)
Keyword: cop
Keyword
Strategy/Method: A
goat dressed like a cop

Narration: What is an
Action Image?

Narration: An Action
Image is a visual image
where you imagine a
specific, humorous or
otherwise memorable
interaction between the
words or ideas you are
required to remember.

Action Image Example:
see image in column to
the left.
This Action Image
example is for the
symptoms of Tetanus.

Narration: What is
Flash Card
Memorization?

Narration: Flash Card
Memorization is - the

Add key words or images as they
are narrated

Show Action Image example
image

Image source: Tetanus. Nursing
Education Consultants. Retrieved
from http://www.nursinged.com

Slide: Flash Cards

Add key words or images as they
are narrated
LEARNING HOW TO LEARN 272

Show Flash Card example image

name of the concept,
process, principle or
procedure you are
required to memorize is
written on one side of a
3” x 5” index card and
the definition or
explanation of the term is
written on the
other. When possible a
friend should quiz you
by giving you the name
and asking you to
describe what is on the
“other side” of the card.
Flash Card Examples:
Holiday Travel Topic
Words French.

Holiday Travel Topic Words
French. Retrieved from
https://www.twinkl.co.uk/resource
/fr-t-t-1101-holiday-travel-topic-
words-french

Slide: Your turn: Self-
Assessment
Narration: Now it’s
your turn to check your
understanding of the 5
Types of Memorization
Strategies: Sentence
Mnemonic, Acronyms,
Keyword Method,
Action Images, and Flash
Card Memorization.

You will find the self-
assessment in the
document titled:
LEARNING HOW TO LEARN 273

Unit 5: Prerequisite
Knowledge: Self-
Assessment: 5 Types of
Memorization
Strategies: Sentence
Mnemonic, Acronyms,
Keyword Method,
Action Images, Flash
Cards.

Learning
Guidance
- Lecture
- Demo.
3 Slide: How to identify effective
memorization strategies!

Use this video as the Worked
Travel Example.
“How to Pack for a Week in a
Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
Narration:
Now that you know what
the 5 Types of
Memorization Strategies
are, we will show you
their power by
demonstrating how to
use them.
Learners
listen and
watch the
demonstrati
on and may
pause the
video
presentatio
n at any
time to take
notes in
their
notebooks.

Learners
follow
along the
steps in the
worked
example.

Intro Slide: Download the handout
Unit 5: Learning Guidance:
Worked Travel Example: How to
Pack for a Week in a Carry-On
by Veronica Hill
For this section, you will
need the handout:
Unit 5: Learning
Guidance: Worked
Travel Example: How to
Pack for a Week in a
Carry-On by Veronica
Hill to follow along.

First download the
handout, then read the
four steps.

Slide: Add the link to the video.
You will also need the
link to the video
included in this lesson.
“How to Pack for a
Week in a Carry-On!” by
Veronica Hill,
https://youtu.be/mzTZjK
2ZbJ0

Slide: View the Video
Next you will watch the
video via the link
provided. Once you are
done watching the video
then resume this
presentation video to
LEARNING HOW TO LEARN 274

Slide: Show Worked Example and
Zoom in on each of the steps as
they appear.
follow the demonstration
along with your handout.

You may pause the video
at any time to take notes
in your notebook.

Narration:
See the Travel Worked
Example.

Practice
and
Feedback
3 Slide: Your turn!

Slide: Learning Objectives for
“Making Things Memorable”

Text for slide:
Terminal Learning Objective:
Learners will be able to use the
Testing Effect and SQ3R study
method as strategies for better
understanding and meaningful
learning of the material to be
learned.
Narration: Now it’s
your turn to apply the
four steps!

Narration: Pause the
presentation video and
read the Learning
objective and take notes
in your notebooks.

Narration: First
download the handout,
then read the four steps.
Next you will watch the
video via the link
provided.

Starting at the 1:10
mark and stopping at
the 3:51 mark “Make
Things Memorable: How
to study and learn more
effectively” by David
Meyer http://youtu.be/rF
IK5gutHKM
Learners
will read
the learning
objective
for the
David
Meyers
video, they
may pause
the video at
any time to
take notes,
then
learners
will resume
the video to
watch the
designated
portion of
the David
Meyers
video.

Slide: Use the handout Unit 5:
Four Step Procedure for asking
questions and using “mnemonic”
(ne’mon’ ik) strategies that lead
to better memorizing to write their
responses in their notebook.
After watching the
designated portion of the
David Meyer’s video, use
the handout titled: Unit 5:
Four Step Procedure for
asking questions and
using “mnemonic”
(ne’mon’ ik) strategies
that lead to better
Then
learners
will refer to
the
handout:
Unit 5:
Four Step
Procedure
for asking
LEARNING HOW TO LEARN 275

Slide: Write your response to the
first step in your notebook
memorizing that was
demonstrated in the
previous section and
write your responses to
the four steps in your
notebooks.
questions
and using
mnemonic
strategies
that lead
to better
memorizin
g that was
demonstrat
ed in the
previous
section and
write their
responses
to the 4
steps in
their
notebooks.
Then they will read a response
from a former student

Narration: Here pause
the video and take a
moment to study a
response from a former
student who completed
this course.

You will find the
response in the document
titled: Unit 5: Practice
and Feedback: Student
Response

Learners
will read
the
response
from
former
student
who has
completed
the section.

Repeat this for each
step.

Authentic
Assessment
3 Slide: Your turn!

Show image of a syllabus
Narration: Now it’s
your turn to apply the
five steps to a syllabus,
something you are quite
familiar with by now!

What we’re going to
show you in the syllabus
example are two pages
extracted from a full
length syllabus
Learners
will read
the learning
objectives
for the
Syllabus
Example
and take
notes in
their
notebooks.
LEARNING HOW TO LEARN 276

Use the handout Unit 5: Authentic
Assessment: Syllabus Example:
Your Turn! and write notes in
their notebook.

Use the handout Unit 5: Four
Step Procedure for asking
questions and using mnemonic
strategies that lead to better
memorizing to write their
responses in their notebook.

Narration: Pause the
presentation video and
download the handout:
Unit 5: Authentic
Assessment: Syllabus
Example: Your Turn!

Once you have
downloaded the handout
read the Learning
objectives and take notes
in your notebooks.

Narration: Now
download the handout
Unit 5: Four Step
Procedure for asking
questions and using
mnemonic strategies
that lead to better
memorizing

You will apply the four
steps to the syllabus
example just like we did
with the travel video on
how to pack a carry-on
and you will write your
responses in your
notebook.

Learners
will
download
the
handout:
Unit 5:
Authentic
Assessment
: Syllabus
Example:
Your Turn!
and read
the learning
objectives
and take
notes in
their
notebook.

Learners
will refer to
the
handout:
Unit 5:
Four Step
Procedure
for asking
questions
and using
mnemonic
strategies
that lead
to better
memorizin
g and will
apply the
four steps
to the
syllabus
example
just like
they saw
with the
LEARNING HOW TO LEARN 277

travel video
on how to
pack a
carry-on
and they
will write
their
responses
in their
notebook.

Next you will read a response
from a former student

Narration: Here pause
the video and take a
moment to study a
response from a former
student who completed
this course.

You will find the
response in the document
titled: Unit 5: Authentic
Assessment: Student
Response

Learners
will read
the
response
from
former
student
who has
completed
the
course.
Retention
and
Transfer
3 Slide: Apply it yourself!

Use your own example from your
own setting or scenario, a course
you are currently taking or want to
Narration: Transfer
what you’ve learned to
your own setting or
scenario. Think about
another course you are
taking or want to take
and analyze the syllabus
or an assigned reading
and write down in your
notebook the information
you need to learn and
apply to the material to
be learned based on the
lessons learning
objectives using the
types of knowledge
(concept, principle,
process, procedure).

Narration: Pause the
presentation video and
choose a syllabus or
Learners
will choose
a syllabus
or reading
from a
current
course they
are taking
or want to
take. They
will
download
the material
and read
the learning
objectives
and take
notes in
their
notebooks.
LEARNING HOW TO LEARN 278

take, and write notes in your
notebook.
reading from a current
course you are taking or
want to take and
download it.
Once you have
downloaded the material
read the learning
objectives and take notes
in your notebooks.

Learners
apply the
five steps
to their
own
scenario
and write
their
responses
in their
notebook.

Use the handout Unit 5: Four
Step Procedure for asking
questions and using mnemonic
strategies that lead to better
memorizing to write their
responses in their notebook.
Apply the four steps to
your own scenario just
like we did in the last
two sections and you
will write your responses
in your notebooks.
Big Ideas 30
sec
Slide: Big Ideas!

Review and ask students to
reflect:
Review the “take aways” from this
unit and the application of
procedures. Connect the
importance of the procedural
knowledge to the goals of the unit
and course.
Narration: So, what big
ideas can we take away
from this unit?
Take a moment and
write your take-aways in
your notebooks, which
will be compiled into
your personal portfolio
at the end of the course.
Learners
write down
their take-
aways for
this unit.

Next read a response from a
former student

Narration: Here pause
the video and take a
moment to study a
response from a former
student who completed
this course.

You will find the
response in the document
titled: Unit 5: Big Ideas:
Student Response
Learners
will read
the
response
from
former
student
who has
completed
the course.
LEARNING HOW TO LEARN 279

Advance 30 Slide: Coming next! Narration: In the next Learners
Organizer sec

unit, Unit 6 (L2L Lesson write notes
for the

5) you will learn how to for the next
Next Unit

write and answer study unit.

questions that lead to

better skill application,

transfer and adaptability

and increase the speed of

learning complex

information.

Terminal Learning

Objective:

When reading a

textbook, watching a

slide presentation or

other media in a lesson,

learners will be able to

review the terminal

objective, each enabling

objective in their

notebook, and their notes

and ask themselves

whether they will need to

perform the terminal

objective and/or any one

or more of the enabling

objectives in a new

setting in which they will

have to transfer or adapt

what they have learned

to solve problems in

increasingly challenging

and novel situations and

be able to ask themselves

appropriate questions for

each knowledge type and

that will help them apply

their learning to their

future job or field setting

for each knowledge type

in their notebook.

Total Time 20

LEARNING HOW TO LEARN 280

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach tto
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 5

Unit 5: Four Step Procedure for asking questions and using mnemonic strategies that lead
to better memorizing (L2L, 2009).

1. Locate all of the learning objectives you analyzed in Unit 3 and determined that they
required you to memorize something (you placed an “M” next to these objectives. Take
each of these “M” objectives in turn and select one of the following mnemonic strategies
to help you learn them:
2. IF the objective requires you to remember a number of words in a fixed sequence, THEN
implement a sentence mnemonic by taking the first letter of each of the words in the
sequence to form a new word that will form a very memorable sentence that will help you
remember the sequence.
a. IF the first letters of each of the words in sequence form a meaningful word in
English, THEN do not form a sentence mnemonic but instead write the word as
an Acronym and use it to remember the sequence.
3. IF the objective requires you to remember the meaning and pronunciation of a foreign
language term, THEN implement the key-word mnemonic by:
a. Think of an English key word or string of words that sound as much as possible
like the foreign language term you must learn to pronounce, and
b. Create a memorable visual image of the English word(s) that depicts the meaning
of the foreign language term and the setting in which you will use the term.
4. IF none of the preceding mnemonic strategies can be used, THEN adopt the flash card
method by writing the name of the concept, process, principle or procedure you are
required to memorize is written on one side of a 3” x 5” index card and the definition or
explanation of the term on the other.
a. Ask a friend to test you (once you have at least 5 or more cards to memorize) by
shuffling the deck of cards and stating the term on one side and asking you to
repeat the information on the back. IF you are able to remember the information
on the back of a card at least 10 times and your test is scheduled for 24 to 48
hours later, THEN the chances are very good that you will pass the test.
LEARNING HOW TO LEARN 281

Unit 5: Prerequisite Knowledge: Self-Assessment: 5 Types of Memorization Strategies:
Sentence Mnemonics, Acronyms, Keyword Method, Action Images, Flash Card
Memorization.
Instructions:
1. Read the definitions and examples of Sentence Mnemonics, Acronyms, Keyword
Method, Action Images, and Flash Card Memorization.
2. Read each item below the definitions and examples table and indicate if it is a Sentence
Mnemonics, Acronyms, Keyword Method, Action Images, and Flash Card

Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
LEARNING HOW TO LEARN 282

Acronym An acronym is a type of
mnemonic where people
who want to remember a
string of words or objects
construct a word or name
formed from the first letter
of each of the words in the
sequence to be memorized.
AKA - Also Known As
FAQ - Frequently Asked
Questions
ATM - Automated Teller
Machine
TBA – To Be Announced
TGIF – Thank God it’s
Friday
Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you
imagine a specific,
humorous or otherwise
memorable interaction
between the words or ideas
you are required to
remember.

Ex: Appendicitis Symptoms
Click on image to expand

http://www.nursinged.com
Flash Card Memorization The name of the concept,
process, principle or
procedure you are required
to memorize is written on
one side of a 3” x 5” index
card and the definition or
explanation of the term is
written on the other. When
possible a friend should
quiz you by giving you the

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
LEARNING HOW TO LEARN 283

name and asking you to
describe what is on the
“other side” of the card.
ource/fr-t-t-1101-holiday-
travel-topic-words-french

ITEMS:
ITEMS TYPE: Sentence Mnemonics,
Acronyms, Keyword Method,
Action Images, Flash Card.
Carta (letter), keyword-cart, a cart with a letter in it

Big Gorillas Eat Hotdogs, Not Cold Pizza.
Seven countries of Central America: Belize, Guatemala, El
Salvador, Honduras, Nicaragua, Costa Rica, and Panama.

DIY (Do It Yourself)
GMO (Genetically Modified Organism)

Click on image to expand.
http://www.kids-
pages.com/folders/flashcards/Travel_1/page1.htm

LEARNING HOW TO LEARN 284

Click on image to expand.
http://www.nursinged.com

ANSWER KEY:
ITEMS TYPE: Sentence Mnemonics,
Acronyms, Keyword Method,
Action Images, Flash Card.
Carta (letter), keyword-cart, a cart with a letter in it Keyword Method
Big Gorillas Eat Hotdogs, Not Cold Pizza.
Seven countries of Central America: Belize, Guatemala, El
Salvador, Honduras, Nicaragua, Costa Rica, and Panama.
Sentence Mnemonic
DIY (Do It Yourself)
GMO (Genetically Modified Organism)
Acronyms

Click on image to expand.
http://www.kids-
Flashcards
LEARNING HOW TO LEARN 285

pages.com/folders/flashcards/Travel_1/page1.htm

Click on image to expand.
http://www.nursinged.com
Action Image
LEARNING HOW TO LEARN 286

Unit 5: Learning Guidance: Worked Travel Example:
How to Pack for a Week in a Carry-On by Veronica Hill
using the Four Step Procedure for asking questions and using mnemonic strategies that
lead to better memorizing (L2L, 2009)

Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
Acronym An acronym is a type of AKA - Also Known As

mnemonic where people FAQ - Frequently Asked

who want to remember a Questions

string of words or objects ATM - Automated Teller

construct a word or name Machine

formed from the first letter TBA – To Be Announced

of each of the words in the TGIF – Thank God it’s
sequence to be memorized. Friday
LEARNING HOW TO LEARN 287

Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you

Ex: Appendicitis Symptoms
Click on image to expand.
http://www.nursinged.com

imagine a specific,

humorous or otherwise

memorable interaction

between the words or ideas

you are required to
remember.
Flash Card Memorization The name of the concept,

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
ource/fr-t-t-1101-holiday-
travel-topic-words-french
process, principle or

procedure you are required

to memorize is written on

one side of a 3” x 5” index

card and the definition or

explanation of the term is

written on the other. When

possible a friend should

quiz you by giving you the

name and asking you to

describe what is on the
“other side” of the card.

Instructions:
1. First read the document titled: Four Step Procedure for asking questions and using
mnemonic strategies that lead to better memorizing. (L2L, 2009)
2. Next watch the video and take notes in your notebook.
3. The transcript for this video is located at the end of this handout.
LEARNING HOW TO LEARN 288

4. Video: “How to Pack for a Week in a Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0
5. Note that the four step procedure has been applied to our travel worked example.

Worked Example: How to Pack for a Week with a Carry-On
Terminal objective: Given the destination, weather, and length of a trip, travelers will be able to
use the rolling method to pack the most clothes for a week in a carry-on suitcase without
resulting in wrinkles.
Enabling objectives:
● Know the destination
● Know the weather
● Know what the rolling method is
● Know how to pack tops and bottoms
● Know how to pack shoes
● Know how to pack undergarments and accessories
● Know how to calculate the amount of clothes you need versus the size of the carry-on and
make appropriate adjustments

Four Step Procedure for asking questions and using mnemonic strategies that lead to
better memorizing (L2L, 2009)

1. Locate all of the learning objectives you analyzed in Unit 3 and determined that they
required you to memorize something (you placed an “M” next to these objectives. Take
each of these “M” objectives in turn and select one of the following mnemonic strategies
to help you learn them:

In unit 3 all of the learning objectives analyzed required an “A” because they required
application.

2. IF the objective requires you to remember a number of words in a fixed sequence, THEN
implement a sentence mnemonic by taking the first letter of each of the words in the
sequence to form a new word that will form a very memorable sentence that will help you
remember the sequence.
a. IF the first letters of each of the words in sequence form a meaningful word in
English, THEN do not form a sentence mnemonic but instead write the word as
an Acronym and use it to remember the sequence.
For this example since you are dealing with how to pack a carry-on suitcase for a week let’s use
the Acronym - SUITCASE - and make a checklist for what to pack.
SUITCASE:
● Suitable clothing & shoes
○ For: Cold, Hot, Warm, Wet, Day, Evening, Special event, beach, sports
LEARNING HOW TO LEARN 289

● Undergarments
○ Roll as much as possible to pack inside your shoes in the carry-on
● Information
○ Itinerary, passports, airline tickets/boarding passes, hotel or car reservations,
numbers
● Toiletries
○ Toothbrushes & toothpaste, shampoo & conditioner, contacts & solutions,
cosmetics
● Currency
○ Foreign currency, credit/debit cards, domestic cash
● Accessories
○ iPad/laptop, cell phone, chargers & adapters, earphones, sunglasses, camera
● Survival
○ Medications, sunblock, first-aid travel kit, Ibuprofen
● Extras
○ Hat, snorkel, house keys, postage for postcards, addresses

3. IF the objective requires you to remember the meaning and pronunciation of a foreign
language term, THEN implement the key-word mnemonic by:
a. Think of an English key word or string of words that sound as much as possible
like the foreign language term you must learn to pronounce, and
b. Create a memorable visual image of the English word(s) that depicts the meaning
of the foreign language term and the setting in which you will use the term.
Spanish Word and Meaning: barco (boat)

Keyword: bark

Keyword Strategy/Method: A dog barking in a boat.

4. IF none of the preceding mnemonic strategies can be used, THEN adopt the flash card
method by writing the name of the concept, process, principle or procedure you are
required to memorize is written on one side of a 3” x 5” index card and the definition or
explanation of the term on the other.
a. Ask a friend to test you (once you have at least 5 or more cards to memorize) by
shuffling the deck of cards and stating the term on one side and asking you to
repeat the information on the back. IF you are able to remember the information
on the back of a card at least 10 times and your test is scheduled for 24 to 48
hours later, THEN the chances are very good that you will pass the test.

Flashcard FRONT: Process (stages) of the Rolling Method
Flashcard BACK: The rolling method: Instead of folding your clothing roll each piece starting
LEARNING HOW TO LEARN 290

with jeans and heavier garments first. Use tissue paper for silk or linen clothing when rolling this
helps guard against wrinkles.

Flashcard FRONT: Principle of the Rolling Method
Flashcard BACK: Principle the hotter the weather at the destination the lighter the clothes.

Flashcard FRONT: Principle of the Rolling Method
Flashcard BACK: Principle the lighter the clothes the thinner the material the more you are able
to pack in the carry-on.
Flashcard FRONT: Principle of the Rolling Method
Flashcard BACK: Principle organized packing of garments decreases wrinkles.

Transcript of the video:

Veronica Hill of California Travel Tips shares her best packing tips using the rolling method.
This tutorial will show you what to pack for a week in a carry-on.
If you want to avoid checking your bags, buy a suitcase that's 45 linear inches, which is the total
of the length, height and width of the bag.

What I Pack for a Week in My Carry-On:
A good rule is to pack 6 tops, 4 bottoms, 2 dresses, 3 shoes (tennies, dressy ballet flats and
sandals), 2 bathing suits, enough undergarments for a weeklong trip. Keep everything in 2-3
coordinating shades. In place of one top, bring a cardigan for cool nights, even in California. It's
also great for dressing up an outfit and doesn't take up much space.

1) Roll up jeans and heavier garments first.

2) Put shoes in first, soles against the wall, followed by the rolled jeans and lighter items.

3) Camis add a pop of color and are great for layering or sleepwear.

4) Pack underwear and jewelry in your shoes. It will save space.

5) Pack several sizes of Zip bags. The 2 1/2 gallon size can double as packing cubes. Just sit on
them and force out the air for the most space. You can pack an entire outfit in each bag for quick
access each morning. Others can be used for dirty underwear, wet bathing suits, ice packs, or
protection for your camera in wet weather. Put a dryer sheet in each Ziploc bag to keep clothes
smelling fresh.

6) Follow the 311 rule. All liquids brought onto planes must be in 3.4-ounce bottles or smaller
and inside a single, clear, quart-size zip-top bag. Store your liquids in the front pocket of your
carry-on so it's easily accessible during security check.

7) Use tissue paper to roll up your silk, cotton and linen clothing. It helps prevent wrinkles.
LEARNING HOW TO LEARN 291

8) I always pack a pair of black yoga pants and black tank top. They can double as PJs. Take
advantage of the hotel laundry service.

9) Pack a versatile black dress, which can be worn to the beach, used as a coverup at the pool, or
worn for a casual night out.

10) If you end up buying too much stuff at your destination, pack up all your dirty clothes and
send it home by UPS. Then you'll have more room in your case!
LEARNING HOW TO LEARN 292

Unit 5: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R video
by David Meyer
Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
Acronym An acronym is a type of AKA - Also Known As

mnemonic where people FAQ - Frequently Asked

who want to remember a Questions

string of words or objects ATM - Automated Teller

construct a word or name Machine

formed from the first letter TBA – To Be Announced

of each of the words in the TGIF – Thank God it’s
sequence to be memorized. Friday
LEARNING HOW TO LEARN 293

Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you

Ex: Appendicitis Symptoms
Click on image to expand.
http://www.nursinged.com

imagine a specific,

humorous or otherwise

memorable interaction

between the words or ideas

you are required to
remember.
Flash Card Memorization The name of the concept,

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
ource/fr-t-t-1101-holiday-
travel-topic-words-french
process, principle or

procedure you are required

to memorize is written on

one side of a 3” x 5” index

card and the definition or

explanation of the term is

written on the other. When

possible a friend should

quiz you by giving you the

name and asking you to

describe what is on the
“other side” of the card.

Instructions:
1. First read the document titled: Four step procedure for asking questions and using
mnemonic strategies that lead to better memorizing (L2L, 2009).
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
LEARNING HOW TO LEARN 294

4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the four step procedure to the travel worked example, you will do
the same thing with this video.
7. Complete the responses to number 2 and 4.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Four Step Procedure for asking questions and using mnemonic strategies that lead to
better memorizing (L2L, 2009)

1. Locate all of the learning objectives you analyzed in Unit 3 and determined that they
required you to memorize something (you placed an “M” next to these objectives. Take
each of these “M” objectives in turn and select one of the following mnemonic strategies
to help you learn them:

In unit 3 all of the learning objectives analyzed required an “A” because they required
application.

2. IF the objective requires you to remember a number of words in a fixed sequence, THEN
implement a sentence mnemonic by taking the first letter of each of the words in the
sequence to form a new word that will form a very memorable sentence that will help you
remember the sequence.
a. IF the first letters of each of the words in sequence form a meaningful word in
English, THEN do not form a sentence mnemonic but instead write the word as
an Acronym and use it to remember the sequence.

3. IF the objective requires you to remember the meaning and pronunciation of a foreign
language term, THEN implement the key-word mnemonic by:
a. Think of an English key word or string of words that sound as much as possible
like the foreign language term you must learn to pronounce, and
LEARNING HOW TO LEARN 295

b. Create a memorable visual image of the English word(s) that depicts the meaning
of the foreign language term and the setting in which you will use the term.
In this example you are not required to remember the meaning and pronunciation of a foreign
language term.

4. IF none of the preceding mnemonic strategies can be used, THEN adopt the flash card
method by writing the name of the concept, process, principle or procedure you are
required to memorize is written on one side of a 3” x 5” index card and the definition or
explanation of the term on the other.
a. Ask a friend to test you (once you have at least 5 or more cards to memorize) by
shuffling the deck of cards and stating the term on one side and asking you to
repeat the information on the back. IF you are able to remember the information
on the back of a card at least 10 times and your test is scheduled for 24 to 48
hours later, THEN the chances are very good that you will pass the test.

Transcript:
● What is Testing Effect? (also called the retrieval Practice Effect or Test Enhance
Learning)
○ The principle is that testing is not just a way to assess learning it's also a way to
improve learning. We learn and remember material best and we put it in our own
words and when we rehearse it and then retrieve it and that's the testing effect.
● What is SQ3R?
○ SQ3R is a reading strategy: Survey! Question! Read! Recite! Review!
○ SQ3R will help you build a framework to understand your reading assignment.
● Before you read, Survey the chapter:
○ The title, headings, and subheadings
○ Captions under pictures, charts, graphs or maps
○ Review questions or teacher-made study guides
○ Introductory and concluding paragraphs
○ Summary
● Question while you are surveying:
○ Turn the title, headings, and/or subheadings into questions
○ Read questions at the end of the chapters or after each subheading
○ Ask yourself, "What did my instructor say about this chapter or subject, when it
was assigned?"
○ Ask yourself, "What do I already know about this subject?"
○ Note: If it is helpful to you, write out these questions for consideration. This
variation is called SQW3R.
● When you begin to Read:
○ Look for answers to the questions you first raised
LEARNING HOW TO LEARN 296

○ Answer questions at the beginning or end of chapters or study guides
○ Reread captions under pictures, graphs, etc.
○ Note all the underlined, italicized, bold printed words or phrases
○ Study graphic aids
○ Reduce your speed for difficult passages
○ Stop and reread parts which are not clear
○ Read only a section at a time and recite after each section
● Recite after you've read a section:
○ Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
○ Take notes from the text but write the information in your own words
○ Underline important points you've just read
○ Reciting:
■ The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
■ Quadruple strength learning: Seeing, saying, hearing, writing!!!
● Review: an ongoing process
LEARNING HOW TO LEARN 297

Unit 5: Practice and Feedback: Testing Effect and SQ3R video by David Meyer
Former Student Response
Below are the responses from a former student who completed this section.
Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
Acronym An acronym is a type of AKA - Also Known As

mnemonic where people FAQ - Frequently Asked

who want to remember a Questions

string of words or objects ATM - Automated Teller

construct a word or name Machine

formed from the first letter TBA – To Be Announced

of each of the words in the TGIF – Thank God it’s
sequence to be memorized. Friday

LEARNING HOW TO LEARN 298

Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you

Ex: Appendicitis Symptoms
Click on image to expand.
http://www.nursinged.com

imagine a specific,

humorous or otherwise

memorable interaction

between the words or ideas

you are required to
remember.
Flash Card Memorization The name of the concept,

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
ource/fr-t-t-1101-holiday-
travel-topic-words-french
process, principle or

procedure you are required

to memorize is written on

one side of a 3” x 5” index

card and the definition or

explanation of the term is

written on the other. When

possible a friend should

quiz you by giving you the

name and asking you to

describe what is on the
“other side” of the card.

Instructions:
1. First read the document titled: Four step procedure for asking questions and using
mnemonic strategies that lead to better memorizing (L2L, 2009).
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
LEARNING HOW TO LEARN 299

4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the four step procedure to the travel worked example, you will do
the same thing with this video.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.
Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Four Step Procedure for asking questions and using mnemonic strategies that lead to
better memorizing (L2L, 2009)

1. Locate all of the learning objectives you analyzed in Unit 3 and determined that they
required you to memorize something (you placed an “M” next to these objectives. Take
each of these “M” objectives in turn and select one of the following mnemonic strategies
to help you learn them:

In unit 3 all of the learning objectives analyzed required an “A” because they required
application.

2. IF the objective requires you to remember a number of words in a fixed sequence, THEN
implement a sentence mnemonic by taking the first letter of each of the words in the
sequence to form a new word that will form a very memorable sentence that will help you
remember the sequence.
a. IF the first letters of each of the words in sequence form a meaningful word in
English, THEN do not form a sentence mnemonic but instead write the word as
an Acronym and use it to remember the sequence.
For this example I will use the Acronym - SQ3R - and make a checklist for what to do with each
step in the procedure.
SQ3R
Survey! Question! Read! Recite! Review!
● Before you read, Survey the chapter:
○ The title, headings, and subheadings
○ Captions under pictures, charts, graphs or maps
○ Review questions or teacher-made study guides
LEARNING HOW TO LEARN 300

○ Introductory and concluding paragraphs
○ Summary
● Question while you are surveying:
○ Turn the title, headings, and/or subheadings into questions
○ Read questions at the end of the chapters or after each subheading
○ Ask yourself, "What did my instructor say about this chapter or subject, when it
was assigned?"
○ Ask yourself, "What do I already know about this subject?"
○ Note: If it is helpful to you, write out these questions for consideration. This
variation is called SQW3R.
● When you begin to Read:
○ Look for answers to the questions you first raised
○ Answer questions at the beginning or end of chapters or study guides
○ Reread captions under pictures, graphs, etc.
○ Note all the underlined, italicized, bold printed words or phrases
○ Study graphic aids
○ Reduce your speed for difficult passages
○ Stop and reread parts which are not clear
○ Read only a section at a time and recite after each section
● Recite after you've read a section:
○ Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
○ Take notes from the text but write the information in your own words
○ Underline important points you've just read
○ Reciting:
■ The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
■ Quadruple strength learning: Seeing, saying, hearing, writing!!!
● Review: an ongoing process

3. IF the objective requires you to remember the meaning and pronunciation of a foreign
language term, THEN implement the key-word mnemonic by:
a. Think of an English key word or string of words that sound as much as possible
like the foreign language term you must learn to pronounce, and
b. Create a memorable visual image of the English word(s) that depicts the meaning
of the foreign language term and the setting in which you will use the term.
In this example I was not required to remember the meaning and pronunciation of a foreign
language term.
LEARNING HOW TO LEARN 301

4. IF none of the preceding mnemonic strategies can be used, THEN adopt the flash card
method by writing the name of the concept, process, principle or procedure you are
required to memorize is written on one side of a 3” x 5” index card and the definition or
explanation of the term on the other.
a. Ask a friend to test you (once you have at least 5 or more cards to memorize) by
shuffling the deck of cards and stating the term on one side and asking you to
repeat the information on the back. IF you are able to remember the information
on the back of a card at least 10 times and your test is scheduled for 24 to 48
hours later, THEN the chances are very good that you will pass the test.

Flashcard FRONT: Testing Effect
Flashcard BACK: The procedure of using the testing effect will help me learn and remember
material best when I put it in my own words and when I rehearse it and then recall it.

Flashcard FRONT: SQ3R - Survey! Question! Read! Recite! Review!
Flashcard BACK: This study method helps me break down each part of a reading or learning
task to ensure I understand what I’m supposed to be learning.
LEARNING HOW TO LEARN 302

Unit 5: Authentic Assessment: Syllabus Example: Your Turn!

Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
Acronym An acronym is a type of AKA - Also Known As

mnemonic where people FAQ - Frequently Asked

who want to remember a Questions

string of words or objects ATM - Automated Teller

construct a word or name Machine

formed from the first letter TBA – To Be Announced

of each of the words in the TGIF – Thank God it’s
sequence to be memorized. Friday
LEARNING HOW TO LEARN 303

Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you

Ex: Appendicitis Symptoms
Click on image to expand.
http://www.nursinged.com

imagine a specific,

humorous or otherwise

memorable interaction

between the words or ideas

you are required to
remember.
Flash Card Memorization The name of the concept,

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
ource/fr-t-t-1101-holiday-
travel-topic-words-french
process, principle or

procedure you are required

to memorize is written on

one side of a 3” x 5” index

card and the definition or

explanation of the term is

written on the other. When

possible a friend should

quiz you by giving you the

name and asking you to

describe what is on the
“other side” of the card.

Unit 5: Authentic Assessment: Syllabus Example: Your Turn!

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
LEARNING HOW TO LEARN 304

different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Instructions:
1. First read the document titled: Four step procedure for asking questions and using
mnemonic strategies that lead to better memorizing (L2L, 2009).
2. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
3. Note the syllabus example is located at the end of this handout.

Four Step Procedure for asking questions and using mnemonic strategies that lead to
better memorizing (L2L, 2009).

1. Locate all of the learning objectives you analyzed in Unit 3 and determined that they
required you to memorize something (you placed an “M” next to these objectives. Take
each of these “M” objectives in turn and select one of the following mnemonic strategies
to help you learn them:

2. IF the objective requires you to remember a number of words in a fixed sequence, THEN
implement a sentence mnemonic by taking the first letter of each of the words in the
sequence to form a new word that will form a very memorable sentence that will help you
remember the sequence.
LEARNING HOW TO LEARN 305

a. IF the first letters of each of the words in sequence form a meaningful word in
English, THEN do not form a sentence mnemonic but instead write the word as
an Acronym and use it to remember the sequence.

3. IF the objective requires you to remember the meaning and pronunciation of a foreign
language term, THEN implement the key-word mnemonic by:
a. Think of an English key word or string of words that sound as much as possible
like the foreign language term you must learn to pronounce, and
b. Create a memorable visual image of the English word(s) that depicts the meaning
of the foreign language term and the setting in which you will use the term.

4. IF none of the preceding mnemonic strategies can be used, THEN adopt the flash card
method by writing the name of the concept, process, principle or procedure you are
required to memorize is written on one side of a 3” x 5” index card and the definition or
explanation of the term on the other.
a. Ask a friend to test you (once you have at least 5 or more cards to memorize) by
shuffling the deck of cards and stating the term on one side and asking you to
repeat the information on the back. IF you are able to remember the information
on the back of a card at least 10 times and your test is scheduled for 24 to 48
hours later, THEN the chances are very good that you will pass the test.

EDUC 605: Framing Educational Leadership
Course Syllabus – Fall 2015

INTRODUCTION
The mission of the USC Rossier School of Education is to improve learning in urban education
locally, nationally, and globally.

The program and this course is a critical component of the USC Rossier School of Education
mission to improve this mission. An important aspect of this mission is to apply Rossier’s
Guiding Principles by providing leadership to address instructional design and delivery issues so
that all learners have access to learning in a variety of contexts and in which outcomes can be
measured and accountable to appropriate stakeholders.

PURPOSE
The purpose of this course is to help you begin to identify and research problems of practice
particularly pertinent in urban learning. Essential to solving such problems of practice is the fair
and accurate identification and representation of these problems. The presentation of problems of
practice requires the use of sound evidence-based research to justify and support the statement of
the problem as well as provide a history and background of a problem. As you continue in the
program, you will continue to reflect on these problems of practice, as well as identify potential
LEARNING HOW TO LEARN 306

causes and solutions to such problems. One of the problems of practice will also become the
focus of your Dissertation in Practice.

This course is also designed to develop academic literacy skills that incorporate critical analysis
in writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content. These academic
literacy skills are essential in the program, and you will continued to develop and expand on
these skills in assignments that are required in your coursework and as you write your
Dissertation.

LEARNING OUTCOMES
By the completion of this course, you will be able to:

1. Articulate your professional identity and goals.

2. Identify current problems and challenges in their intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in your professional field.

4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.

5. Articulate the value of evidence-based decision-making and differentiate between supported
and unsupported assertions.

6. Interpret and evaluate the quality of evidence to support the identification and presentation of
a problem of practice.

7. Identify and integrate valid and reliable evidence to support assertions about the problem of
practice.

8. Apply APA formatting in the documentation and citation of evidence.

9. Demonstrate effective written and oral communication skills.

Citation for the syllabus:
University of Southern California. (2015). EDUC 605: Framing educational leadership course
syllabus-fall 2015. Los Angeles, California: Rossier School of Education.
LEARNING HOW TO LEARN 307

Unit 5: Authentic Assessment: Syllabus Example
Former Student Response
Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
Acronym An acronym is a type of AKA - Also Known As

mnemonic where people FAQ - Frequently Asked

who want to remember a Questions

string of words or objects ATM - Automated Teller

construct a word or name Machine

formed from the first letter TBA – To Be Announced

of each of the words in the TGIF – Thank God it’s
sequence to be memorized. Friday
LEARNING HOW TO LEARN 308

Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you

Ex: Appendicitis Symptoms
Click on image to expand.
http://www.nursinged.com

imagine a specific,

humorous or otherwise

memorable interaction

between the words or ideas

you are required to
remember.
Flash Card Memorization The name of the concept,

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
ource/fr-t-t-1101-holiday-
travel-topic-words-french
process, principle or

procedure you are required

to memorize is written on

one side of a 3” x 5” index

card and the definition or

explanation of the term is

written on the other. When

possible a friend should

quiz you by giving you the

name and asking you to

describe what is on the
“other side” of the card.

Below are the responses from a former student who completed this section.

Unit 5: Authentic Assessment: Syllabus Example

Terminal Learning Objective: Learners will be able to identify and research problems of
LEARNING HOW TO LEARN 309

practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Instructions:
1. First read the document titled: Four step procedure for asking questions and using
mnemonic strategies that lead to better memorizing (L2L, 2009).
2. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
3. Note the syllabus example is located at the end of this handout.

Four Step Procedure for asking questions and using mnemonic strategies that lead to
better memorizing (L2L, 2009).

1. Locate all of the learning objectives you analyzed in Unit 3 and determined that they
required you to memorize something (you placed an “M” next to these objectives. Take
each of these “M” objectives in turn and select one of the following mnemonic strategies
to help you learn them:

In unit 3 all of the learning objectives analyzed required an “A” because they required
application.
LEARNING HOW TO LEARN 310

2. IF the objective requires you to remember a number of words in a fixed sequence, THEN
implement a sentence mnemonic by taking the first letter of each of the words in the
sequence to form a new word that will form a very memorable sentence that will help you
remember the sequence.
a. IF the first letters of each of the words in sequence form a meaningful word in
English, THEN do not form a sentence mnemonic but instead write the word as
an Acronym and use it to remember the sequence.
For this example, I will use the following Acronyms:
PSP: Problem Statement Paper
POP: Problem of Practice
3. IF the objective requires you to remember the meaning and pronunciation of a foreign
language term, THEN implement the key-word mnemonic by:
a. Think of an English key word or string of words that sound as much as possible
like the foreign language term you must learn to pronounce, and
b. Create a memorable visual image of the English word(s) that depicts the meaning
of the foreign language term and the setting in which you will use the term.
This example does not require that I remember the meaning and pronunciation of a foreign
language term.
4. IF none of the preceding mnemonic strategies can be used, THEN adopt the flash card
method by writing the name of the concept, process, principle or procedure you are
required to memorize is written on one side of a 3” x 5” index card and the definition or
explanation of the term on the other.
a. Ask a friend to test you (once you have at least 5 or more cards to memorize) by
shuffling the deck of cards and stating the term on one side and asking you to
repeat the information on the back. IF you are able to remember the information
on the back of a card at least 10 times and your test is scheduled for 24 to 48
hours later, THEN the chances are very good that you will pass the test.

Flashcard FRONT: Problem Statement Paper
Flashcard BACK: The procedure of writing a problem statement paper will allow me to
articulate an identified problem of practice.

Flashcard FRONT: APA Formatting
Flashcard BACK: The procedure for APA formatting and citing will enable me to properly
apply the APA format to my problem statement paper.
LEARNING HOW TO LEARN 311

Unit 5: Big Ideas: Former Student Response
Definitions and Examples:
Type Definition and when to
use
Examples
Mnemonics A mnemonic is a memory
device such as constructing
a pattern of letters,
sentences or images
associated with something
you want to remember.
ALL of the examples listed
below are mnemonic
strategies.
Sentence Mnemonics A sentence mnemonic is
constructed to remember a
number of facts or a string
of words in sequence.
The order of the Great Lakes
from west to east: Super
Man Helps Every One.
(Superior, Michigan, Huron,
Erie, Ontario)

The first eight U.S.
presidents:
Will A Jolly Man Make A
Jolly Visitor?
(George Washington, John
Quincy Adams, Thomas
Jefferson, James Madison,
James Monroe, John Quincy
Adams, Andrew Jackson,
Martin Van Buren)
Acronym An acronym is a type of AKA - Also Known As

mnemonic where people FAQ - Frequently Asked

who want to remember a Questions

string of words or objects ATM - Automated Teller

construct a word or name Machine

formed from the first letter TBA – To Be Announced

of each of the words in the TGIF – Thank God it’s
sequence to be memorized. Friday

LEARNING HOW TO LEARN 312

Keyword Method Linking a familiar word
with a term or part of a
term to be learned and
associating an image to the
familiar word in order to
remember not only the
meaning of the word but
also how it is pronounced.
Keywords are often used to
remember the meaning and
pronunciation of words in
a foreign language.
Keyword Method
Example: Italian Vocabulary
Words and Corresponding
Mnemonic Strategies:

Italian Word and Meaning:
Lago (lake)

Keyword: log

Keyword Strategy/Method:
A log in a lake.
Action Image A visual image where you

Ex: Appendicitis Symptoms
Click on image to expand.
http://www.nursinged.com

imagine a specific,

humorous or otherwise

memorable interaction

between the words or ideas

you are required to
remember.
Flash Card Memorization The name of the concept,

Ex: Flashcards-Travel-
French
Click on image to expand

https://www.twinkl.co.uk/res
ource/fr-t-t-1101-holiday-
travel-topic-words-french
process, principle or

procedure you are required

to memorize is written on

one side of a 3” x 5” index

card and the definition or

explanation of the term is

written on the other. When

possible a friend should

quiz you by giving you the

name and asking you to

describe what is on the
“other side” of the card.
Here’s what a former student had to say was their “big idea or take-away”
“Learning how to use and apply the Four Step Procedure for asking questions and using
mnemonic strategies that lead to better memorizing by Clark and Yates (2009) has really
increased my confidence in being able to select and implement any of the 5 Types of Memory
LEARNING HOW TO LEARN 313

Strategies - Sentence Mnemonic, Acronyms, Keyword Method, Action Images, and Flash Cards
for any material I’m learning, whether it is for school or work. In the previous lesson I learned
how to use analogies to connect my past experiences with the new knowledge I was studying.
These connections became stronger the more I used different methods to build on the knowledge
I already know. Using any of the 5 types of memorization strategies, I will remember the
information I need to when I need to will help me be a more effective and efficient learner.”
LEARNING HOW TO LEARN 314

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 6

Unit 6: How to write and answer study questions that lead to better skill application,
transfer and adaptability and increase the speed of learning complex information. (L2L 5,
6)

Learning activities.

 After introduction and attention activities, assess prior knowledge of the meaning
of terminal and enabling objectives and how to select, adapt, and implement them
in different settings and contexts and what questions that provide deeper meaning
and understanding are, what a novel problem is, and what challenging problems
are.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of identifying a learning objective, and assessment
 Model any necessary procedures for identifying learning objectives
 Model how to use the general questions to generate specific questions that are
relevant to the content of a specific lesson. Then model how to answer the
specific questions based on the content of the lesson.
 Provide opportunities for practice and feedback
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
 Demonstrate procedure for writing the appropriate questions for each knowledge
type in their notebook.
 Provide opportunities for practice and feedback
 Provide the opportunity to transfer learning to their own notebook.

Assessment.

 When reading a textbook, watching a slide presentation or other media in a
lesson, learners will be able to review the terminal objective, each enabling
objective in their notebook, and their notes and ask themselves whether they will
need to perform the terminal objective and/or any one or more of the enabling
objectives in a new setting in which they will have to transfer or adapt what they
have learned to solve problems in increasingly challenging and novel situations
and be able to write the appropriate questions for each knowledge type in their
notebook and that will help them apply their learning to their future job or field
setting.
LEARNING HOW TO LEARN 315

Unit Duration: 20 minutes

Introduction: This is the sixth unit in the seven unit course on learning how to learn.
Performance problems are the result of a lack of sufficient knowledge to perform the learning
task and achieve the learning objective. The purpose of this unit is to teach you how to write
and answer study questions that increase the speed of learning complex information.

Learning Objective(s)

Lesson Materials

 Access to computer with internet for learning platform
 Note taking guide and materials – includes handout with key words and
procedural steps
 Handouts:
o Unit 6: Seven Step Procedure for asking questions that lead to better learning
(L2L, 2009).
o Unit 6: Prerequisite Knowledge: Self-Assessment: Summarizing and the
Feynman technique
o Unit 6: Learning Guidance: Worked Travel Example: How to Pack for a
Week in a Carry-On by Veronica Hill
o Unit 6: Practice and Feedback: Guided Practice Example: Testing Effect and
SQ3R video by David Meyer
o Unit 6: Practice and Feedback: Former Student Response
o Unit 6: Authentic Assessment: Syllabus Example: Your Turn!
o Unit 6: Authentic Assessment: Former Student Response
Enabling Objective(s):
 Know the terminal objective of the material to be learned
 Know the enabling objectives of material to be learned
 Know what questions that provide deeper meaning and understanding are
 Know what novel and challenging problems are
 Identify a novel setting in which they will have to transfer what they have learned
 Identify the knowledge type to be transferred.
 Write appropriate questions for each knowledge type.
 Be able to ask yourself questions that provide deeper meaning and understanding or
the material
 Be able to apply what you learn more easily to new and challenging situations and
problems
Terminal Objective:
 When reading a textbook, watching a slide presentation or other media in a lesson,
learners will be able to review the terminal objective, each enabling objective in their
notebook, and their notes and ask themselves whether they will need to perform the
terminal objective and/or any one or more of the enabling objectives in a new setting in
which they will have to transfer or adapt what they have learned to solve problems in
increasingly challenging and novel situations and be able to ask themselves appropriate
questions for each knowledge type and that will help them apply their learning to their
future job or field setting.
LEARNING HOW TO LEARN 316

Learner Characteristic Accommodations

Developer’s Notes

Instructional Activities
Instructio
nal
Sequence
Tim
e
Description of the
Learning Activity
Narrator Action/Decision
(Supplantive)
Learner
Action/
Decision
Generative
Gain
Attentio
n
1 Show title slide for
Narration 1.

Show slides with travel
magazine photos of
destinations and travel
books for Narration 2.

Zoom in on examples
Narration 1: Welcome to Unit
6 of Mind, Motivation, and
Meaningful Learning: A
Cognitive Science Approach To
Learning How To Learn.
To navigate this program press
the ESC key to make the
directional arrows appear. You
may pause this narrated video at
any time.

Narration 2: Continuing with
the travel theme: Think about
when you are going on
vacation. What do you need to
know?
You need to know things like
What steps do you need to take
to book a flight to your
destination or reserve a hotel
room? Is there public
transportation nearby of will
you need to rent a car? What
type of clothes or accessories to
Learners
watch and
listen to the
video,
connect their
personal
experience to
the video.
o Unit 6: Big Ideas: Former Student Response
 Videos:
o “How to Pack for a Week in a Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
o “Make Things Memorable: How to study and learn more effectively” by David
Meyer http://youtu.be/rFIK5gutHKM
 Presentation slides using pre-recorded lecture videos
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction).
LEARNING HOW TO LEARN 317

pack based on the weather and
time of year? If you don’t do
these things correctly you’ll end
up packing the wrong items or
forgetting something important.
How will you know if you’ve
done everything you are
supposed to do to get you to the
right place on time with the
right clothes? Most of us will
make a checklist or a “to do”
list to identify all the things we
don’t want to forget.

In this lesson you will learn
how to apply what you have
learned to solve problems in
increasingly challenging and
novel situations and to write
and answer study questions that
increase the speed of learning
complex information.

Learning
Objectives
1 Show Learning Objective
slide

Developer note: Do not
show text all at once,
show one line at a time.

Developer note: This is
the text for this slide
The Terminal Objective
for this unit is: When
reading a textbook,
watching a slide
presentation or other
media in a lesson,
learners will be able to
review the terminal
objective, each enabling
objective in their
notebook, and their notes
and ask themselves
whether they will need to
perform the terminal
Narration: This is the learning
objective for this unit. Read it
as it appears on the screen and
pause the video to take notes in
your notebook.
Learners read
the learning
objective on
the
presentation
slide and
write it down
in their
notebooks.

Learners
pause the
video to
allow time to
take notes.
LEARNING HOW TO LEARN 318

objective and/or any one
or more of the enabling
objectives in a new
setting in which they will
have to transfer or adapt
what they have learned to
solve problems in
increasingly challenging
and novel situations and
be able to ask themselves
appropriate questions for
each knowledge type and
that will help them apply
their learning to their
future job or field setting.

Reasons
for
Learnin
g
-
Benefits
- Risks
2 Show slide “Reasons for
learning this unit.”

Show slides of various
travel images
Intro Narration:
Let’s take a look at why it is
important to learn how to use
analogies to learn more quickly
and effectively.

Narration: The purpose of
education and training goes
beyond passing the final test. It
is to prepare you to carry out
your job or mission
successfully and fulfill your
highest expectations. What you
will be required to do to
perform your job after your
classroom learning is, to a large
extent, unknown. Therefore, to
be successful, you will have to
adapt what you know to new
and challenging situations.
If you challenge yourself while
learning new information by
asking questions that provide
deeper meaning and help you
make more sense of the
information, you will be able to
apply what you learn to more
easily to new situations and
solve problems on the job.
Learners
listen to the
presentation
and may
pause the
video at any
time to take
notes in their
notebooks.
LEARNING HOW TO LEARN 319

Benefits: show images of
satisfied or happy learners
“If you can’t explain it simply,
you don’t understand it well
enough.” This quote is
attributed to Albert Einstein but
it has never been properly
sourced or verified. In other
words, if you want to
understand something well,
try to explain it simply.

Benefits Narration: (L2L
2009): The Seven Step
Procedure for asking questions
that lead to better learning
(L2L, 2009) as well as The
Feynman Technique are similar
to summarizing. All strategies
ask you to be able to pinpoint in
simple terms in your own
words the main points of a topic
or
assignment/reading/task/project
, then explain it or teach it to
someone else. When doing this
you are able to identify any
gaps and go back to the source
material.
Simplify and use analogies will
speed a deeper understanding of
complex information.
Repeating the Feynman
Technique will help strengthen
learners understanding in a
much more efficient way.

Summarizing allows you to
discuss and write about long
bodies of work in an organized
and efficient way. Being able to
summarize is important because
it can simplify the complicated,
aid in efficient studying, and
can improve one’s ability to
communicate clearly and
effectively.

LEARNING HOW TO LEARN 320

Risks Avoided: Show
slides of a frustrated
learner.
As a learning strategy,
summarizing is quite powerful
because it requires you to:
1.Understand the material in
order to simplify and
summarize it
2. Reread the material or
portions of it to refresh your
understanding of the main
points
3. Focus on what is most
important, distinguish between
what are the main ideas that
must be included in the
summary and which ideas can
be left out
4. Then rewrite the ideas in
your own words

Risks Avoided Narration:
Not gaining a deeper
understanding of complex
information faster. Not being
able to simplify complex
information when explaining.
Not being able to communicate
clearly and effectively.

Overview
- Prior
Knowledge
- New
Knowledge
-
Learnin
g
Strategies
1 Show slide: Overview:
What you already
know….What’s new to
you...and how you will
learn it.

Show slide: What you
already know…

Show slides of vacation
photos highlighting the
best or most important
moments.
Narration: Continuing with our
travel scenario, think about a
time when you were faced with
telling someone the gist, main
points or highlights of your
vacation or trip for work. How
did you determine what to tell
them? How did you summarize
everything?
Of course you are familiar with
providing a summary of
something like telling someone
the gist, main points or
highlights of your vacation or
trip for work, but have you ever
thought about why or how you
determined what to tell them?
For example, you are learning
new knowledge and skills in this
Learners listen
to the
presentation
and may pause
the video at
any time to
take notes in
their
notebooks.
LEARNING HOW TO LEARN 321

course and you are summarizing
each unit with what you feel
were the big ideas or takeaways
of that unit.

Show slide: New
knowledge

Think about why you need
to know how to ask
questions that lead to
better learning and
increase the speed of
learning complex
information.
Narration for new knowledge:
Think about what you already
know about summarizing. You
have done this throughout your
entire academic careers, but
have you ever thought about
how or why summarizing helps
you learn? To do this, first you
need to be able to deconstruct
the components of
summarizing.

Using an eight Step Procedure
for asking questions that lead to
better learning as you start
learning something will help
you identify how it might be
similar to what you already
know. Then you as you engage
in practice, you will learn it
much more quickly and
effectively as you create your
own questions.
Show slide: Learning
activities for this unit.

 What is
Summarizing?
o What is
the
Feynman
Technique
?
 Demonstration
 Practice and
feedback
 Application to a
course you are
taking
Narration for Learning
Activities:
To learn how to summarize or
ask questions that lead to better
learning, we will first provide
you with definitions and
examples of what we mean by
summarizing and questions that
lead to better learning.

Then we will demonstrate how
to do this, and then give you
opportunities to practice using
the handout as a guide. We will
show you what “right” looks like
by presenting what other learners
LEARNING HOW TO LEARN 322

who have taken this course have
written.

You will then be asked to apply
what you’ve learned to a course
you are currently taking or any
other material you are learning.

Pre-
requisite
Knowledg
e
2 Slide: What is
Summarizing and The
Feynman Technique?

Slide: Summarizing

Add key words or images
as they are narrated
Narration: Before we go
further, let’s be sure you
understand what we mean by
summarizing and The Feynman
Technique.

First, what is summarizing?

Narration: Summarizing
teaches you how to discern the
most important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in a
meaningful way. Summarization
strategies can be used in almost
every content area. Summarizing
or writing summary questions,
writing notes in your own words
then explaining and asking
questions, is an Elaboration
strategy to help you retain and
recall information you are
learning.
Summary Example: If you
have taken a trip for work, like
a conference, and they ask you
to give a “summary”
presentation of the highlights of
the conference.

Narration: What is The
Feynman Technique?
Narration: The Feynman
Technique named after Richard
Feynman, a Nobel laureate and
theoretical physicist, helps you
understand new material at a
deeper level. It is a great
Learners
listen to the
presentation
and may
pause the
video
presentation
at any time to
take notes in
their
notebooks.

Learners will
complete the
self-
assessment
for
summarizing
and The
Feynman
Technique.

Show summary example
image of a person giving
a powerpoint presentation

Slide: The Feynman
Technique

Add key words or images
as they are narrated

LEARNING HOW TO LEARN 323

strategy for learning a new idea,

understanding an existing idea

better, remembering an idea, or

studying for a test.

1. Pick a topic you want to

understand and start studying it.

Write down everything you

know about the topic on a

notebook page, and add to that

page every time you learn

something new about it.

2. Pretend to teach your topic to

a classroom. Make sure you're

able to explain the topic in

simple terms.

3. Go back to the books when

you get stuck. The gaps in your

knowledge should be obvious.

Revisit problem areas until you

can explain the topic fully.

4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help
Show The Feynman
Technique example
image of a learner
speaking with friends
about a reading
assignment above the
learner is a word bubble
with an analogy in it -
analogies are simple
strategies to use when
explaining something.
strengthen your understanding.
The Feynman Technique
Example:
Remember that The Feynman
Technique is similar to
summarizing; you are
highlighting the main points of
a topic in your own words and
making it as simple as possible.
For example, you are on a new
project team at work and you
have a new project to begin,

each team member has been

tasked with learning something

about the project then reporting

the most important points back

to the team.

Another example, think back to

unit 4 and the travel analogy

example you use. You were
trying to explain the feeling or
LEARNING HOW TO LEARN 324

Slide: Your turn: Self-
Assessment
emotion you get when you
travel and how sad you are
when the trip is over. Analogy
Example: Traveling is like
falling in love, exhilarating in
the beginning and sad when it’s
over.

Narration: Now it’s your turn
to check your understanding of
analogies, metaphors, and
similes.
You will find the self-assessment
for summarizing and the
Feynman Technique in the
document titled: Unit 6:
Prerequisite Knowledge: Self-
Assessment: Summarizing and
The Feynman Technique

Learning
Guidance
-
Lecture
- Demo.
3 Slide: How To
Summarize or use The
Feynman Technique!

Use this video as the
Worked Travel Example.
“How to Pack for a Week
in a Carry-On!” by
Veronica Hill
https://youtu.be/mzTZjK2
ZbJ0

Intro Slide: Download the
handout
Unit 6: Learning
Guidance: Worked
Travel Example: How to
Pack for a Week in a
Carry-On by Veronica
Hill
Narration:
Now that you know what
summarizing and The Feynman
Technique are, we will show
you their power by
demonstrating how to use them.

For this section, you will need
the handout:
Unit 6: Learning Guidance:
Worked Travel Example: How
to Pack for a Week in a Carry-
On by Veronica Hill to follow
along.

First download the handout,
then read the eight steps.
Learners
listen and
watch the
demonstratio
n and may
pause the
video
presentation
at any time to
take notes in
their
notebooks.

Learners
follow along
the steps in
the worked
example.

Slide: Add the link to the
video.
You will also need the link to
the video included in this
lesson.

LEARNING HOW TO LEARN 325

“How to Pack for a Week in a
Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0

Slide: View the Video

Next you will watch the video
via the link provided. Once you
are done watching the video
then resume this presentation
video to follow the
demonstration along with your
handout.

Slide: Show Worked
Example and Zoom in on
each of the steps as they
appear.
You may pause the video at any
time to take notes in your
notebook.

Narration:
See the Travel Worked
Example.
Practice
and
Feedback
3 Slide: Your turn!

Slide: Learning
Objectives for “Making
Things Memorable”

Text for slide:
Terminal Learning
Objective: Learners will be
able to use the Testing
Effect and SQ3R study
method as strategies for
better understanding and
meaningful learning of the
material to be learned.
Narration: Now it’s your turn
to apply the eight steps!

Narration: Pause the
presentation video and read the
Learning objective and take
notes in your notebooks.

Narration: First download the
handout, then read the four
steps.
Next you will watch the video
via the link provided.

Starting at the 1:10 mark and
stopping at the 3:51 mark
“Make Things Memorable:
How to study and learn more
effectively” by David
Meyer http://youtu.be/rFIK5gu
tHKM
Learners will
read the
learning
objective for
the David
Meyers
video, they
may pause
the video at
any time to
take notes,
then learners
will resume
the video to
watch the
designated
portion of the
David
Meyers
video.

Slide: Use the handout
Unit 6: Seven Step
Procedure for asking
questions that lead to

After watching the designated
portion of the David Meyer’s
video, use the handout titled:
Unit 6: Seven Step Procedure
for asking questions that lead
Then learners
will refer to
the handout:
Unit 6:
Seven Step
Procedure
LEARNING HOW TO LEARN 326

better learning (L2L,
2009) to write their
responses in their
notebook.
to better learning (L2L, 2009)
that was demonstrated in the
previous section and write your
responses to the four steps in
your notebooks.
for asking
questions
that lead to
better
learning
(L2L, 2009)
that was
demonstrated
in the
previous
section and
write
their respon
ses to the
seven steps
in their
notebooks.

Learners will
read the
response
from former
student who
has
completed
the section.
Slide: Write your
response to the first step
in your notebook

Next you will read a
response from a former
student

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.

You will find the response in the
document titled: Unit 6:
Practice and Feedback: Former
Student Response

Repeat this for each step.
Authentic
Assessmen
t
3 Slide: Your turn!

Show image of a syllabus
Narration: Now it’s your turn
to apply the steps to a syllabus,
something you are quite
familiar with by now!

What we’re going to show you
in the syllabus example are two
pages extracted from a full
length syllabus
Learners will
read the
learning
objectives for
the Syllabus
Example and
take notes in
their
notebooks.

Use the handout Unit 6:
Authentic Assessment:
Syllabus Example: Your
Turn! and write notes in
your notebook.
Narration: Pause the
presentation video and
download the handout: Unit 6:
Authentic Assessment:
Syllabus Example: Your Turn!

Learners will
download the
handout: Unit
6: Authentic
LEARNING HOW TO LEARN 327

Use the handout Unit 6:
Seven Step Procedure
for asking questions
that lead to better
learning (L2L, 2009) to
write your responses in
your notebook.
Once you have downloaded the
handout read the Learning
objectives and take notes in
your notebooks.

Narration: Now download the
handout Unit 6: Seven Step
Procedure for asking
questions that lead to better
learning (L2L, 2009)

You will apply the steps to the
syllabus example just like we
did with the travel video on
how to pack a carry-on and you
will write your responses in
your notebook.
Assessment:
Syllabus
Example:
Your Turn!
and read the
learning
objectives
and take
notes in their
notebook.

Learners will
refer to the
handout:
Unit 6:
Seven Step
Procedure
for asking
questions
that lead to
better
learning
(L2L, 2009)
and will
apply the
steps to the
syllabus
example just
like they saw
with the
travel video
on how to
pack a carry-
on and they
will write
their
responses in
their
notebook.

Next you will read a
response from a former
student

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
section.
Learners will
read the
response
from former
student who
has
LEARNING HOW TO LEARN 328

You will find the response in the
document titled: Unit 6:
Authentic Assessment: Former
Student Response
completed
this section.
Retention
and
Transfer
3 Slide: Apply it yourself!

Use your own example
from your own setting or
scenario, a course you are
currently taking or want
to take, and write notes in
your notebook.
Narration: Transfer what
you’ve learned to your own
setting or scenario. Think about
another course you are taking or
want to take and analyze the
syllabus or an assigned reading
and write down in your
notebook one or more
knowledge types to be learned,
then you will create analogies
by recognizing similarities
between your past experiences
and learning on the one hand,
and the new knowledge you are
studying, on the other hand.

Narration: Pause the
presentation video and choose a
syllabus or reading from a
current course you are taking or
want to take and download it.
Once you have downloaded the
material read the learning
objectives and take notes in
your notebooks.
Learners will
choose a
syllabus or
reading from
a current
course they
are taking or
want to take.
They will
download the
material and
read the
learning
objectives
and take
notes in their
notebooks.

Use the handout Unit 6:
Seven Step Procedure
for asking questions
that lead to better
learning (L2L, 2009) to
write their responses in
their notebook.
Apply the four steps to your
own scenario just like we did in
the last two sections and you
will write your responses in
your notebooks.
Learners
apply the five
steps to their
own scenario
and write
their
responses in
their
notebook.
Big
Ideas
30
sec
Slide: Big Ideas!

Review and ask students
to reflect:
Narration: So, what big ideas
can we take away from this
unit?
Take a moment and write your
take-aways in your notebooks,
Learners
write down
their take-
aways for this
unit.
LEARNING HOW TO LEARN 329

Review the “take aways”
from this unit and the
application of procedures.
Connect the importance
of the procedural
knowledge to the goals of
the unit and course.

Next read a response
from a former student
which will be compiled into
your personal portfolio at the
end of the course.

Narration: Here pause the
video and take a moment to
study a response from a former
student who completed this
course.

You will find the response in the
document titled: Unit 6: Big
Ideas: Former Student
Response

Learners will
read the
response
from former
student who
has
completed
the course.
Advance
Organizer
for the
Next
Unit
30
sec
Slide: Coming next! Narration: In the next unit,
Unit 7, you will learn how to
Reflect, evaluate the
effectiveness, and revise
strategies used in achieving the
Learners
write notes
for the next
unit.

learning task as required.

(Smith & Ragan, 2005)

Terminal learning objective:

Given a learning task or course,

learners will be able to reflect,

evaluate the effectiveness, and

revise strategies used in

achieving the learning task as

required to meet the objectives

and assessments and write the

their reflections in their

notebook.
Total
Time
20
LEARNING HOW TO LEARN 330

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 6

Unit 6: Seven Step Procedure for asking questions that lead to better learning (L2L, 2009).

The purpose of this unit is to teach you how to write and answer study questions that
increase the speed of learning complex information.

1. Review the terminal objective, each enabling objective in your notebook, and your notes
and ask yourself whether you will need to perform the terminal objective and/or any one
or more of the enabling objectives in a new job setting in which you will have to
transfer or adapt what you have learned to solve problems in increasingly
challenging and novel situations.

2. IF you will be required to use a procedure for a given task, THEN answer the questions:
a. IF the task will be a familiar task, THEN:
i. This task is started when (example of a concept) occurs.
b. IF the task will be unfamiliar, new, or difficult, THEN
i. List all the possible situations when you would perform the procedure.
ii. Ask your instructor to review your list and suggest others.

3. IF you will be required to analyze material into its parts and determine how the parts
relate to each other and the overall structure or purpose, THEN answer the questions:
a. IF the main idea of the lesson contains new concepts, THEN
i. Are (insert the names of concepts) the relevant concepts that relate to the
main idea of this lesson?
b. IF the lesson contains a process, THEN
i. What stages in (insert the name of the) process are critical to achieving the
end result?
c. IF the lesson contains a principle, THEN
i. Is (insert the name of a concept) the result of applying the principle that
(the name of a concept) causes (the name of a concept)?
d. IF the lesson contains a procedure, THEN
i. What are the absolutely critical action and decision steps that are required
to perform (name of the) procedure successfully?
LEARNING HOW TO LEARN 331

4. IF you will be required to evaluate something based on criteria and standards, THEN
answer the questions:
a. IF it is a concept, THEN
i. Does the definition of (name of the concept) contain all the critical
attributes of the concept?
ii. These criteria meet the definition of (insert the name of a concept).
b. IF it is a process, THEN
i. Are all the stages of (insert the name of a process) present in the model?
c. IF it is a principle, THEN
i. What do you think will happen if you apply the principle of (insert the
name of a principle) to (insert the name of a concept)?
d. IF it is a procedure, THEN
i. What are the strengths and weaknesses of (name of a procedure) to solve
(insert the name of a problem)?
5. IF you will be required to create something by putting elements together to form a
coherent or functional whole, THEN answer the questions:
a. IF a concept, THEN
i. These (insert the criteria in the definition) may describe a new example of
(insert the name of the concept).
b. IF a process, THEN
i. This (name of a) process may be used to create a new result in the form of
a (insert the result of using the process).
c. IF a principle, THEN
i. This (name of a) principle could be used to change (name of a concept).
ii. This (name of a) principle could be used to predict a change in (the name
of concept).
d. IF a procedure, THEN
i. This (name of a) procedure could be changed to solve this (name of a)
problem.
6. For each general question that applies, write the specific question in your notebook using
the content from the lesson to fill in the blanks.

7. Write in your own words a specific answer each question based on the content of the
lesson.
LEARNING HOW TO LEARN 332

Unit 6: Prerequisite Knowledge: Self-Assessment: Summarizing and The Feynman
Technique

Instructions:
1. Read the definitions, examples, and steps of Summarizing and The Feynman Technique.
2. Read the statements in the second table and indicate whether it is True or False.

Definitions, Examples, Steps:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)
LEARNING HOW TO LEARN 333

Summary Question: A
question that reflects the
major theme or main ideas
of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.

Examples of Summary
Questions:
What is the one major question
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique 1. Pick a topic you want to

is a four step learning understand and start studying

technique, or method, it. Write down everything you

developed by American know about the topic on a

physicist and Nobel Prize notebook page, and add to that

in physics winner Richard page every time you learn

P. Feynman. Known as the something new about it.

'Great Explainer,' Feynman 2. Pretend to teach your topic to

used simple terms to help a classroom. Make sure you're

you understand new able to explain the topic in simple

material at a deeper level. terms.

It is a great strategy for 3. Go back to the books when

learning a new idea, you get stuck. The gaps in your

understanding an existing knowledge should be obvious.

idea better, remembering Revisit problem areas until you

an idea, or studying for a can explain the topic fully.

test. 4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help strengthen
your understanding.

STATEMENTS:
Statement True False
Summarizing helps you ignore the most important ideas in a
text, assignment, or material you are learning.

Asking and answering questions you generate and writing them
in your notes as you are reading/learning material is does not
help you retain any information.

Meaningful questions are an effective way to study to increase

LEARNING HOW TO LEARN 334

retention of the material to be learned.

Meaningful questions help you stay focused on the material to
be learned.

Meaningful questions help you organize your learning.

Explaining a complex topic in simple terms is impossible.

Connecting facts with analogies strengthens your understanding
of the material you are learning.

If you are able to explain a topic to anyone in easy to understand
language then you fully understand the topic.

ANSWER KEY:
Statement True False
Summarizing helps you ignore the most important ideas in a
text, assignment, or material you are learning.

ANSWER: Summarizing helps you discern not ignore the most
important or main ideas. (Summarizing)

X
Asking and answering questions you generate and writing them
in your notes as you are reading/learning material is does not
help you retain any information.

ANSWER: Summarizing or writing summary questions, writing
notes in your own words then explaining and asking questions,
are Elaboration strategies to help you retain and recall
information you are learning. (Summarizing)

X
Meaningful questions are an effective way to study to increase
retention of the material to be learned.
X

Meaningful questions help you stay focused on the material to
be learned.
X

Meaningful questions help you organize your learning. X

Explaining a complex topic in simple terms is impossible.

ANSWER: It is not impossible if you fully understand the
topic you are trying to explain. Go back to the books when
you get stuck. The gaps in your knowledge should be obvious.
Revisit problem areas until you can explain the topic fully.

X
LEARNING HOW TO LEARN 335

(Feynman Technique)

Connecting facts with analogies strengthens your understanding
of the material you are learning.
X

If you are able to explain a topic to anyone in easy to understand
language then you fully understand the topic.
X

LEARNING HOW TO LEARN 336

Unit 6: Learning Guidance: Worked Travel Example:
How to Pack for a Week in a Carry-On by Veronica Hill
using the Seven Step Procedure for asking questions that lead to better learning (L2L,
2009).
Definitions and Examples:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)
LEARNING HOW TO LEARN 337

Summary Question: A
question that reflects the
major theme or main ideas
of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.
Examples of Summary
Questions:
What is the one major question
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique 1. Pick a topic you want to

is a four step learning understand and start studying

technique, or method, it. Write down everything you

developed by American know about the topic on a

physicist and Nobel Prize notebook page, and add to that

in physics winner Richard page every time you learn

P. Feynman. Known as the something new about it.

'Great Explainer,' Feynman 2. Pretend to teach your topic to

used simple terms to help a classroom. Make sure you're

you understand new able to explain the topic in simple

material at a deeper level. terms.

It is a great strategy for 3. Go back to the books when

learning a new idea, you get stuck. The gaps in your

understanding an existing knowledge should be obvious.

idea better, remembering Revisit problem areas until you

an idea, or studying for a can explain the topic fully.

test. 4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help strengthen
your understanding.
Instructions:
1. First read the document titled: Unit 6: Seven Step Procedure for asking questions that
lead to better learning (L2L, 2009).
2. Next watch the video and take notes in your notebook.
3. The transcript for this video is located at the end of this handout.
4. Video: “How to Pack for a Week in a Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0
5. Note that the procedure has been applied to our travel worked example.
Worked Example: How to Pack for a Week with a Carry-On
Terminal objective: Given the destination, weather, and length of a trip, travelers will be able to
use the rolling method to pack the most clothes for a week in a carry-on suitcase without
resulting in wrinkles.
LEARNING HOW TO LEARN 338

Enabling objectives:
● Know the destination
● Know the weather
● Know what the rolling method is
● Know how to pack tops and bottoms
● Know how to pack shoes
● Know how to pack undergarments and accessories
● Know how to calculate the amount of clothes you need versus the size of the carry-on and
make appropriate adjustments

Unit 6: Seven Step Procedure for asking questions that lead to better learning (L2L, 2009)
1. Review the terminal objective, each enabling objective in your notebook, and your notes
and ask yourself whether you will need to perform the terminal objective and/or any one
or more of the enabling objectives in a new job setting in which you will have to
transfer or adapt what you have learned to solve problems in increasingly
challenging and novel situations.
In this example we are using a travel theme - How to pack for a week in a carry-on, instead of a
new job setting.
I believe being able to apply each key point/enabling objective of how to use the rolling method
to pack a week’s worth of clothes in a carry-on will help me to achieve wrinkle free clothing
when I reach my destination.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Destination
(Concept - Fact)
How does this key point help
me achieve the enabling
objective?
Making a decision about
where I want to go - Name of
the place
Weather
(Concept - Fact)
How does this key point help
me achieve the enabling
objective?
Once I decide the destination
I’ll decide what time of year I
want to go for the type of
weather I want to experience -
Fact it’s hot in the Bahamas.
Rolling Method
(Process - stages)
How does this key point help
me achieve the enabling
objective?
Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Packing tops & bottoms
(Process - stages)
How does this key point help
me achieve the enabling
Deciding to use the rolling
method will allow me to
LEARNING HOW TO LEARN 339

objective? use/apply the stages of this
process to avoid wrinkles in
clothes.
Packing shoes
(Procedure - steps)
How does this key point help
me achieve the enabling
objective?
The procedure of packing the
shoes with the soles against
the sides of the carry-on will
allow for more space for more
clothes.
Packing undergarments &
accessories
(Procedure - steps)
How does this key point help
me achieve the enabling
objective?
The procedure of packing the
undergarments and
accessories inside the shoes
will allow for more space for
more clothes.
Calculating the right amount
of clothes
(Principle - relationship)
How does this key point help
me achieve the enabling
objective?
Based on all the other
knowledge I have about this
trip and my carry-on I will be
able to calculate the right type
and amount of clothing to
pack.

2. IF you will be required to use a procedure for a given task, THEN answer the questions:
a. IF the task will be a familiar task, THEN:
i. This task is started when (example of a concept) occurs.
b. IF the task will be unfamiliar, new, or difficult, THEN
i. List all the possible situations when you would perform the procedure.
ii. Ask your instructor to review your list and suggest others.
1. This is an asynchronous course so for this step in this course there
will not be access to an instructor for clarification. This step should
be applied to courses or training where access to an instructor for
clarification is available.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Destination
(Concept - Fact)

Making a decision about
where I want to go - Name of
the place
Weather
(Concept - Fact)

Once I decide the destination
I’ll decide what time of year I
LEARNING HOW TO LEARN 340

want to go for the type of
weather I want to experience -
Fact it’s hot in the Bahamas.
Rolling Method
(Process - stages)

Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Packing tops & bottoms
(Process - stages)

Deciding to use the rolling
method will allow me to
use/apply the stages of this
process to avoid wrinkles in
clothes.
Packing shoes
(Procedure - steps)
This task is familiar. This
task is started when a decision
about where my vacation
destination will be occurs and
I begin to pack a carry-on
suitcase.

Once I decide the destination
I’ll decide what time of year I
want to go for the type of
weather I want to experience -
Fact it’s hot in the Bahamas.
The procedure of packing the
shoes with the soles against
the sides of the carry-on will
allow for more space for more
clothes.
Packing undergarments &
accessories
(Procedure - steps)
This task is familiar. This
task is started when a decision
about where my vacation
destination will be occurs and
I begin to pack a carry-on
suitcase.

Once I decide the destination
I’ll decide what time of year I
want to go for the type of
weather I want to experience -
Fact it’s hot in the Bahamas.
The procedure of packing the
undergarments and
accessories inside the shoes
will allow for more space to
pack more clothes.
Calculating the right amount
of clothes
(Principle - relationship)

Based on all the other
knowledge I have about this
trip and my carry-on I will be
able to calculate the right type
and amount of clothing to
LEARNING HOW TO LEARN 341

pack.

3. IF you will be required to analyze material into its parts and determine how the parts
relate to each other and the overall structure or purpose, THEN answer the questions:
a. IF the main idea of the lesson contains new concepts, THEN
i. Are (insert the names of concepts) the relevant concepts that relate to the
main idea of this lesson?
b. IF the lesson contains a process, THEN
i. What stages in (insert the name of the) process are critical to achieving the
end result?
c. IF the lesson contains a principle, THEN
i. Is (insert the name of a concept) the result of applying the principle that
(the name of a concept) causes (the name of a concept)?
d. IF the lesson contains a procedure, THEN
i. What are the absolutely critical action and decision steps that are required
to perform (name of the) procedure successfully?
KEY POINTS/ENABLING OBJECTIVES
and
KNOWLEDGE TYPE
Question
Destination
(Concept - Fact)
Is the destination relevant to the main idea
which is - Given the destination, weather, and
length of a trip, travelers will be able to use
the rolling method to pack the most clothes
for a week in a carry-on suitcase without
resulting in wrinkles.
Yes, the destination is relevant to the main
idea.
Weather
(Concept - Fact)
Is the weather relevant to the main idea which
is - Given the destination, weather, and length
of a trip, travelers will be able to use the
rolling method to pack the most clothes for a
week in a carry-on suitcase without resulting
in wrinkles.
Yes, the weather is relevant to the main idea.
Rolling Method
(Process - stages)
What stages in the rolling method process are
critical to achieving the end result of arriving
at my destination without wrinkles?
Stages: Instead of folding your clothing roll
LEARNING HOW TO LEARN 342

each piece starting with jeans and heavier
garments first. Use tissue paper for silk or
linen clothing when rolling this helps fight off
wrinkles.
Packing tops & bottoms
(Process - stages)
What stages in the packing tops & bottoms
process are critical to achieving the end result
of packing as much as possible and arriving at
my destination without wrinkles?
Stages: Pack undergarments and accessories
inside your shoes first to save space, then
pack the shoes with the soles against the sides
of the carry-on, away from the clothing to
avoid wrinkles and the clothes possibly
getting dirty.
Packing shoes
(Procedure - steps)
What are the absolutely critical action and
decision steps that are required to perform the
packing shoes procedure successfully?
The procedure of packing the shoes with the
soles against the sides of the carry-on will
allow for more space for more clothes
Packing undergarments & accessories
(Procedure - steps)
What are the absolutely critical action and
decision steps that are required to perform the
packing undergarments & accessories
procedure successfully?
The procedure of packing the undergarments
and accessories inside the shoes will allow for
more space to pack more clothes.
Calculating the right amount of clothes
(Principle - relationship)
Based on all the other knowledge I have about
this trip and my carry-on I will be able to
calculate the right type and amount of
clothing to pack.

4. IF you will be required to evaluate something based on criteria and standards, THEN
answer the questions:
a. IF it is a concept, THEN
i. Does the definition of (name of the concept) contain all the critical
attributes of the concept?
ii. These criteria meet the definition of (insert the name of a concept).
LEARNING HOW TO LEARN 343

b. IF it is a process, THEN
i. Are all the stages of (insert the name of a process) present in the model?
c. IF it is a principle, THEN
i. What do you think will happen if you apply the principle of (insert the
name of a principle) to (insert the name of a concept)?
d. IF it is a procedure, THEN
i. What are the strengths and weaknesses of (name of a procedure) to solve
(insert the name of a problem)?
In this example I am not required to evaluate something based on criteria and standards.
5. IF you will be required to create something by putting elements together to form a
coherent or functional whole, THEN answer the questions:
a. IF a concept, THEN
i. These (insert the criteria in the definition) may describe a new example of
(insert the name of the concept).
b. IF a process, THEN
i. This (name of a) process may be used to create a new result in the form of
a (insert the result of using the process).
c. IF a principle, THEN
i. This (name of a) principle could be used to change (name of a concept).
ii. This (name of a) principle could be used to predict a change in (the name
of concept).
d. IF a procedure, THEN
i. This (name of a) procedure could be changed to solve this (name of a)
problem.
In this example I am not required to create something by putting elements together to form a
coherent or functional whole.
6. For each general question that applies, write the specific question in your notebook using
the content from the lesson to fill in the blanks.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?
7. Write in your own words a specific answer each question based on the content of the
lesson.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?
Answer: How do I write and answer questions that lead to increased speed of learning complex
information?

Transcript of the video:
Veronica Hill of California Travel Tips shares her best packing tips using the rolling method.
This tutorial will show you what to pack for a week in a carry-on.
LEARNING HOW TO LEARN 344

If you want to avoid checking your bags, buy a suitcase that's 45 linear inches, which is the total
of the length, height and width of the bag.

What I Pack for a Week in My Carry-On:
A good rule is to pack 6 tops, 4 bottoms, 2 dresses, 3 shoes (tennies, dressy ballet flats and
sandals), 2 bathing suits, enough undergarments for a weeklong trip. Keep everything in 2-3
coordinating shades. In place of one top, bring a cardigan for cool nights, even in California. It's
also great for dressing up an outfit and doesn't take up much space.

1) Roll up jeans and heavier garments first.

2) Put shoes in first, soles against the wall, followed by the rolled jeans and lighter items.

3) Camis add a pop of color and are great for layering or sleepwear.

4) Pack underwear and jewelry in your shoes. It will save space.

5) Pack several sizes of Zip bags. The 2 1/2 gallon size can double as packing cubes. Just sit on
them and force out the air for the most space. You can pack an entire outfit in each bag for quick
access each morning. Others can be used for dirty underwear, wet bathing suits, ice packs, or
protection for your camera in wet weather. Put a dryer sheet in each Ziploc bag to keep clothes
smelling fresh.

6) Follow the 311 rule. All liquids brought onto planes must be in 3.4-ounce bottles or smaller
and inside a single, clear, quart-size zip-top bag. Store your liquids in the front pocket of your
carry-on so it's easily accessible during security check.

7) Use tissue paper to roll up your silk, cotton and linen clothing. It helps prevent wrinkles.

8) I always pack a pair of black yoga pants and black tank top. They can double as PJs. Take
advantage of the hotel laundry service.

9) Pack a versatile black dress, which can be worn to the beach, used as a coverup at the pool, or
worn for a casual night out.

10) If you end up buying too much stuff at your destination, pack up all your dirty clothes and
send it home by UPS. Then you'll have more room in your case!
LEARNING HOW TO LEARN 345

Unit 6: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R video
by David Meyer
Definitions and Examples:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)

Summary Question: A
question that reflects the
major theme or main ideas
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)

Examples of Summary
Questions:
LEARNING HOW TO LEARN 346

of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.
What is the one major question
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique 1. Pick a topic you want to

is a four step learning understand and start studying

technique, or method, it. Write down everything you

developed by American know about the topic on a

physicist and Nobel Prize notebook page, and add to that

in physics winner Richard page every time you learn

P. Feynman. Known as the something new about it.

'Great Explainer,' Feynman 2. Pretend to teach your topic to

used simple terms to help a classroom. Make sure you're

you understand new able to explain the topic in simple

material at a deeper level. terms.

It is a great strategy for 3. Go back to the books when

learning a new idea, you get stuck. The gaps in your

understanding an existing knowledge should be obvious.

idea better, remembering Revisit problem areas until you

an idea, or studying for a can explain the topic fully.

test. 4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help strengthen
your understanding.

Instructions:
1. First read the document titled: Unit 6: Seven Step Procedure for asking questions that
lead to better learning (L2L, 2009).
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the procedure to the travel worked example, you will do the same
thing with this video.
7. Complete the responses to questions 2, 3, 7.
LEARNING HOW TO LEARN 347

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Unit 6: Seven Step Procedure for asking questions that lead to better learning (L2L, 2009)

1. Review the terminal objective, each enabling objective in your notebook, and your notes
and ask yourself whether you will need to perform the terminal objective and/or any one
or more of the enabling objectives in a new job setting in which you will have to
transfer or adapt what you have learned to solve problems in increasingly
challenging and novel situations.
In this example we are using the example Make Things Memorable: How to study and learn
more effectively by David Myers.
I believe being able to apply the Testing Effect and SQ3R study method as strategies for better
understanding and meaningful learning of the material to be learned will help me become a more
effective and efficient learner.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Testing Effect
(procedure - steps)
How does this key point help
me achieve the enabling
objective?
The procedure of using the
testing effect will help me
learn and remember material
best when I put it in my own
words and when I rehearse it
and then recall it.
SQ3R study method
(procedure - steps)
How does this key point help
me achieve the enabling
objective?
SQ3R - Survey! Question!
Read! Recite! Review! This
study method helps me break
down each part of a reading
or learning task to ensure I
understand what I’m
supposed to be learning.
LEARNING HOW TO LEARN 348

2. IF you will be required to use a procedure for a given task, THEN answer the questions:
a. IF the task will be a familiar task, THEN:
i. This task is started when (example of a concept) occurs.
b. IF the task will be unfamiliar, new, or difficult, THEN
i. List all the possible situations when you would perform the procedure.
ii. Ask your instructor to review your list and suggest others.
1. This is an asynchronous course so for this step in this course there
will not be access to an instructor for clarification. This step should
be applied to courses or training where access to an instructor for
clarification is available.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Testing Effect
(procedure - steps)

SQ3R study method
(procedure - steps)

3. IF you will be required to analyze material into its parts and determine how the parts
relate to each other and the overall structure or purpose, THEN answer the questions:
a. IF the main idea of the lesson contains new concepts, THEN
i. Are (insert the names of concepts) the relevant concepts that relate to the
main idea of this lesson?
b. IF the lesson contains a process, THEN
i. What stages in (insert the name of the) process are critical to achieving the
end result?
c. IF the lesson contains a principle, THEN
i. Is (insert the name of a concept) the result of applying the principle that
(the name of a concept) causes (the name of a concept)?
d. IF the lesson contains a procedure, THEN
i. What are the absolutely critical action and decision steps that are required
to perform (name of the) procedure successfully?
LEARNING HOW TO LEARN 349

KEY POINTS/ENABLING OBJECTIVES
and
KNOWLEDGE TYPE
QUESTION & ANSWER
Testing Effect
(also called the retrieval Practice Effect or
Test Enhance Learning)
(procedure - steps)

SQ3R study method
(procedure - steps)

4. IF you will be required to evaluate something based on criteria and standards, THEN
answer the questions:
a. IF it is a concept, THEN
i. Does the definition of (name of the concept) contain all the critical
attributes of the concept?
ii. These criteria meet the definition of (insert the name of a concept).
b. IF it is a process, THEN
i. Are all the stages of (insert the name of a process) present in the model?
c. IF it is a principle, THEN
i. What do you think will happen if you apply the principle of (insert the
name of a principle) to (insert the name of a concept)?
d. IF it is a procedure, THEN
i. What are the strengths and weaknesses of (name of a procedure) to solve
(insert the name of a problem)?
In this example I am not required to evaluate something based on criteria and standards.
5. IF you will be required to create something by putting elements together to form a
coherent or functional whole, THEN answer the questions:
a. IF a concept, THEN
i. These (insert the criteria in the definition) may describe a new example of
(insert the name of the concept).
b. IF a process, THEN
i. This (name of a) process may be used to create a new result in the form of
a (insert the result of using the process).
c. IF a principle, THEN
i. This (name of a) principle could be used to change (name of a concept).
LEARNING HOW TO LEARN 350

ii. This (name of a) principle could be used to predict a change in (the name
of concept).
d. IF a procedure, THEN
i. This (name of a) procedure could be changed to solve this (name of a)
problem.
In this example I am not required to create something by putting elements together to form
a coherent or functional whole.
6. For each general question that applies, write the specific question in your notebook using
the content from the lesson to fill in the blanks.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?

7. Write in your own words a specific answer each question based on the content of the
lesson.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?
Answer:

Transcript:
● What is Testing Effect? (also called the retrieval Practice Effect or Test Enhance
Learning)
○ The principle is that testing is not just a way to assess learning it's also a way to
improve learning. We learn and remember material best and we put it in our own
words and when we rehearse it and then retrieve it and that's the testing effect.
● What is SQ3R?
○ SQ3R is a reading strategy: Survey! Question! Read! Recite! Review!
○ SQ3R will help you build a framework to understand your reading assignment.
● Before you read, Survey the chapter:
○ The title, headings, and subheadings
○ Captions under pictures, charts, graphs or maps
○ Review questions or teacher-made study guides
○ Introductory and concluding paragraphs
○ Summary
● Question while you are surveying:
○ Turn the title, headings, and/or subheadings into questions
○ Read questions at the end of the chapters or after each subheading
○ Ask yourself, "What did my instructor say about this chapter or subject, when it
was assigned?"
○ Ask yourself, "What do I already know about this subject?"
LEARNING HOW TO LEARN 351

○ Note: If it is helpful to you, write out these questions for consideration. This
variation is called SQW3R.
● When you begin to Read:
○ Look for answers to the questions you first raised
○ Answer questions at the beginning or end of chapters or study guides
○ Reread captions under pictures, graphs, etc.
○ Note all the underlined, italicized, bold printed words or phrases
○ Study graphic aids
○ Reduce your speed for difficult passages
○ Stop and reread parts which are not clear
○ Read only a section at a time and recite after each section
● Recite after you've read a section:
○ Orally ask yourself questions about what you have just read, or summarize, in
your own words, what you read
○ Take notes from the text but write the information in your own words
○ Underline important points you've just read
○ Reciting:
■ The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
■ Quadruple strength learning: Seeing, saying, hearing, writing!!!
● Review: an ongoing process
LEARNING HOW TO LEARN 352

Unit 6: Practice and Feedback: Testing Effect and SQ3R video by David Meyer
Former Student Response

Below are the responses from a former student who completed this section.
Definitions and Examples:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)

LEARNING HOW TO LEARN 353

Summary Question: A
question that reflects the
major theme or main ideas
of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.

Examples of Summary
Questions:
What is the one major question
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique 1. Pick a topic you want to

is a four step learning understand and start studying

technique, or method, it. Write down everything you

developed by American know about the topic on a

physicist and Nobel Prize notebook page, and add to that

in physics winner Richard page every time you learn

P. Feynman. Known as the something new about it.

'Great Explainer,' Feynman 2. Pretend to teach your topic to

used simple terms to help a classroom. Make sure you're

you understand new able to explain the topic in simple

material at a deeper level. terms.

It is a great strategy for 3. Go back to the books when

learning a new idea, you get stuck. The gaps in your

understanding an existing knowledge should be obvious.

idea better, remembering Revisit problem areas until you

an idea, or studying for a can explain the topic fully.

test. 4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help strengthen
your understanding.

Instructions:
1. First read the document titled: Unit 6: Seven Step Procedure for asking questions that
lead to better learning (L2L, 2009).
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the procedure to the travel worked example, you will do the same
thing with this video.
LEARNING HOW TO LEARN 354

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.

Enabling Learning Objectives:
● Know how to use the Testing Effect as a study strategy for better understanding and
meaningful learning
● Know how to use the SQ3R study method as a study strategy for better understanding
and meaningful learning

Unit 6: Seven Step Procedure for asking questions that lead to better learning (L2L, 2009)

1. Review the terminal objective, each enabling objective in your notebook, and your notes
and ask yourself whether you will need to perform the terminal objective and/or any one
or more of the enabling objectives in a new job setting in which you will have to
transfer or adapt what you have learned to solve problems in increasingly
challenging and novel situations.
In this example we are using the example Make Things Memorable: How to study and learn
more effectively by David Myers.
I believe being able to apply the Testing Effect and SQ3R study method as strategies for better
understanding and meaningful learning of the material to be learned will help me become a more
effective and efficient learner.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Testing Effect
(procedure - steps)
How does this key point help
me achieve the enabling
objective?
The procedure of using the
testing effect will help me
learn and remember material
best when I put it in my own
words and when I rehearse it
and then recall it.
SQ3R study method
(procedure - steps)
How does this key point help
me achieve the enabling
objective?
SQ3R - Survey! Question!
Read! Recite! Review! This
study method helps me break
down each part of a reading
or learning task to ensure I
understand what I’m
supposed to be learning.
LEARNING HOW TO LEARN 355

2. IF you will be required to use a procedure for a given task, THEN answer the questions:
a. IF the task will be a familiar task, THEN:
i. This task is started when (example of a concept) occurs.
b. IF the task will be unfamiliar, new, or difficult, THEN
i. List all the possible situations when you would perform the procedure.
ii. Ask your instructor to review your list and suggest others.
1. This is an asynchronous course so for this step in this course there
will not be access to an instructor for clarification. This step should
be applied to courses or training where access to an instructor for
clarification is available.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Testing Effect
(procedure - steps)
This task is familiar. This
task is started when I decide I
want to learn and remember
material, this works best
when I summarize what I’m
learning by putting it into my
own words and I rehearse it.
The procedure of using the
testing effect will help me
learn and remember material
best when I put it in my own
words and when I rehearse it
and then recall it.
SQ3R study method
(procedure - steps)
This task is familiar. This
task is started when I decide
to break down each part of a
reading or learning task into
small chunks to ensure I
understand what it is that I’m
learning. The steps begin
with Before you read, Survey
the chapter:
● The title, headings,
and subheadings
● Captions under
pictures, charts,
graphs or maps
● Review questions or
teacher-made study
guides
● Introductory and
concluding paragraphs
● Summary
SQ3R - Survey! Question!
Read! Recite! Review! This
study method helps me break
down each part of a reading
or learning task to ensure I
understand what I’m
supposed to be learning.
LEARNING HOW TO LEARN 356

3. IF you will be required to analyze material into its parts and determine how the parts
relate to each other and the overall structure or purpose, THEN answer the questions:
a. IF the main idea of the lesson contains new concepts, THEN
i. Are (insert the names of concepts) the relevant concepts that relate to the
main idea of this lesson?
b. IF the lesson contains a process, THEN
i. What stages in (insert the name of the) process are critical to achieving the
end result?
c. IF the lesson contains a principle, THEN
i. Is (insert the name of a concept) the result of applying the principle that
(the name of a concept) causes (the name of a concept)?
d. IF the lesson contains a procedure, THEN
i. What are the absolutely critical action and decision steps that are required
to perform (name of the) procedure successfully?
KEY POINTS/ENABLING OBJECTIVES
and
KNOWLEDGE TYPE
Question
Testing Effect
(also called the retrieval Practice Effect or
Test Enhance Learning)
(procedure - steps)
What are the absolutely critical action and
decision steps that are required to perform the
Testing Effect procedure successfully?
1. Summarize, in my own words, the
material I am learning
2. Rehearse it
3. Retrieve it by testing myself
SQ3R study method
(procedure - steps)
What are the absolutely critical action and
decision steps that are required to perform the
SQ3R study procedure successfully?
Before you read, Survey the chapter:
● The title, headings, and subheadings
● Captions under pictures, charts, graphs
or maps
● Review questions or teacher-made
study guides
● Introductory and concluding
paragraphs
● Summary
Question while you are surveying:
● Turn the title, headings, and/or
subheadings into questions
LEARNING HOW TO LEARN 357

● Read questions at the end of the
chapters or after each subheading
● Ask yourself, "What did my instructor
say about this chapter or subject, when
it was assigned?"
● Ask yourself, "What do I already
know about this subject?"
● Note: If it is helpful to you, write out
these questions for consideration. This
variation is called SQW3R.
When you begin to Read:
● Look for answers to the questions you
first raised
● Answer questions at the beginning or
end of chapters or study guides
● Reread captions under pictures,
graphs, etc.
● Note all the underlined, italicized, bold
printed words or phrases
● Study graphic aids
● Reduce your speed for difficult
passages
● Stop and reread parts which are not
clear
● Read only a section at a time and
recite after each section
Recite after you've read a section:
● Orally ask yourself questions about
what you have just read, or
summarize, in your own words, what
you read
● Take notes from the text but write the
information in your own words
● Underline important points you've just
read
● Reciting:
○ The more senses you use the
more likely you are to
remember what you read Triple
LEARNING HOW TO LEARN 358

strength learning: Seeing,
saying, hearing
○ Quadruple strength learning:
Seeing, saying, hearing,
writing!!!
Review: an ongoing process

4. IF you will be required to evaluate something based on criteria and standards, THEN
answer the questions:
a. IF it is a concept, THEN
i. Does the definition of (name of the concept) contain all the critical
attributes of the concept?
ii. These criteria meet the definition of (insert the name of a concept).
b. IF it is a process, THEN
i. Are all the stages of (insert the name of a process) present in the model?
c. IF it is a principle, THEN
i. What do you think will happen if you apply the principle of (insert the
name of a principle) to (insert the name of a concept)?
d. IF it is a procedure, THEN
i. What are the strengths and weaknesses of (name of a procedure) to solve
(insert the name of a problem)?
In this example I am not required to evaluate something based on criteria and standards.
5. IF you will be required to create something by putting elements together to form a
coherent or functional whole, THEN answer the questions:
a. IF a concept, THEN
i. These (insert the criteria in the definition) may describe a new example of
(insert the name of the concept).
b. IF a process, THEN
i. This (name of a) process may be used to create a new result in the form of
a (insert the result of using the process).
c. IF a principle, THEN
i. This (name of a) principle could be used to change (name of a concept).
ii. This (name of a) principle could be used to predict a change in (the name
of concept).
d. IF a procedure, THEN
i. This (name of a) procedure could be changed to solve this (name of a)
problem.
In this example I am not required to create something by putting elements together to form a
coherent or functional whole.
LEARNING HOW TO LEARN 359

6. For each general question that applies, write the specific question in your notebook using
the content from the lesson to fill in the blanks.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?

7. Write in your own words a specific answer each question based on the content of the
lesson.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?
Answer: How may I use the Testing Effect and SQ3R study method as strategies for better
understanding and meaningful learning of the material to be learned?

Unit 6: Authentic Assessment: Syllabus Example: Your Turn!

Definitions and Examples:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
LEARNING HOW TO LEARN 360

after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)

Summary Question: A
question that reflects the
major theme or main ideas
of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)

Examples of Summary
Questions:
What is the one major question
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique
is a four step learning
technique, or method,
developed by American
physicist and Nobel Prize
in physics winner Richard
P. Feynman. Known as the
'Great Explainer,' Feynman
used simple terms to help
you understand new
material at a deeper level.
It is a great strategy for
learning a new idea,
understanding an existing
idea better, remembering
an idea, or studying for a
test.
1. Pick a topic you want to
understand and start studying
it. Write down everything you
know about the topic on a
notebook page, and add to that
page every time you learn
something new about it.
2. Pretend to teach your topic to
a classroom. Make sure you're
able to explain the topic in simple
terms.
3. Go back to the books when
you get stuck. The gaps in your
knowledge should be obvious.
Revisit problem areas until you
can explain the topic fully.
4. Simplify and use analogies
(refer to Unit 4). Repeat the
process while simplifying your
language and connecting facts
with analogies to help strengthen
your understanding.
LEARNING HOW TO LEARN 361

Unit 6: Authentic Assessment: Syllabus Example

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Instructions:
1. First read the document titled: Unit 6: Seven Step Procedure for asking questions that
lead to better learning (L2L, 2009).
2. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
3. Note the syllabus example is located at the end of this handout.

Unit 6: Seven Step Procedure for asking questions that lead to better learning (L2L, 2009)

1. Review the terminal objective, each enabling objective in your notebook, and your notes
and ask yourself whether you will need to perform the terminal objective and/or any one
or more of the enabling objectives in a new job setting in which you will have to
transfer or adapt what you have learned to solve problems in increasingly
challenging and novel situations.
LEARNING HOW TO LEARN 362

In this example we are using the example EDUC 605: Framing Educational Leadership Course
Syllabus – Fall 2015.

KEY POINTS Question Answer
Professional identity and
goals
How does this key point help
me achieve the enabling
objective?
Making a decision about my
professional identity and goals.
(concept)
Identify current
problems of practice and
challenges and possible
solutions
How does this key point help
me achieve the enabling
objective?
Once I decide my professional
identity and goals, I’ll be able to
identify a current problem of
practice I want to examine and
some possible solutions. (concept)
Problem Statement
Paper based on an
identified problem of
practice
How does this key point help
me achieve the enabling
objective?
The procedure of writing a
problem statement paper will allow
me to articulate an identified
problem of practice. (procedure)
Empirical research to
understand current
problem of practice
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice I will be able
to evaluate and understand the
empirical research pertaining to the
problem of practice. (principle)
Value of evidence-based
decision-making and
differentiate between
supported and
unsupported assertions.
How does this key point help
me achieve the enabling
objective?
Deciding the value of evidence-
based decision-making will allow
me to use/apply the stages of this
process to differentiate between
supported and unsupported
assertions. (process)
Interpret and evaluate
the quality of evidence
to support the problem
of practice
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice and empirical
research I will be able to interpret
and evaluate the quality of
evidence to support the problem of
practice. (principle)
Identify and integrate
valid and reliable
How does this key point help
me achieve the enabling
Based on all other knowledge I
have about the identified current
LEARNING HOW TO LEARN 363

evidence to support
assertions about the
problem of practice.
objective? problem of practice I will be able
to identify and integrate valid and
reliable evidence to support
assertions about the problem of
practice. (principle)
Apply APA formatting
in the documentation
and citation of evidence.
How does this key point help
me achieve the enabling
objective?
The procedure for APA formatting
and citing will enable me to
properly apply the APA format to
my problem statement paper.
(procedure)
Demonstrate effective
written and oral
communication skills
How does this key point help
me achieve the enabling
objective?
The procedure of writing and
presenting a problem statement
paper will allow me to demonstrate
effective written and oral
communication skills (procedure)

2. IF you will be required to use a procedure for a given task, THEN answer the questions:
a. IF the task will be a familiar task, THEN:
i. This task is started when (example of a concept) occurs.
b. IF the task will be unfamiliar, new, or difficult, THEN
i. List all the possible situations when you would perform the procedure.
ii. Ask your instructor to review your list and suggest others.
1. This is an asynchronous course so for this step in this course there
will not be access to an instructor for clarification. This step should
be applied to courses or training where access to an instructor for
clarification is available.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Problem Statement Paper
based on an identified
problem of practice

Apply APA formatting in the
documentation and citation of
evidence.

LEARNING HOW TO LEARN 364

Demonstrate effective written
and oral communication skills

3. IF you will be required to analyze material into its parts and determine how the parts
relate to each other and the overall structure or purpose, THEN answer the questions:
a. IF the main idea of the lesson contains new concepts, THEN
i. Are (insert the names of concepts) the relevant concepts that relate to the
main idea of this lesson?
b. IF the lesson contains a process, THEN
i. What stages in (insert the name of the) process are critical to achieving the
end result?
c. IF the lesson contains a principle, THEN
i. Is (insert the name of a concept) the result of applying the principle that
(the name of a concept) causes (the name of a concept)?
d. IF the lesson contains a procedure, THEN
i. What are the absolutely critical action and decision steps that are required
to perform (name of the) procedure successfully?
KEY POINTS/ENABLING OBJECTIVES
and
KNOWLEDGE TYPE
Question
Problem Statement Paper based on an
identified problem of practice.

Apply APA formatting in the documentation
and citation of evidence.

Demonstrate effective written and oral
communication skills

4. IF you will be required to evaluate something based on criteria and standards, THEN
answer the questions:
a. IF it is a concept, THEN
i. Does the definition of (name of the concept) contain all the critical
attributes of the concept?
ii. These criteria meet the definition of (insert the name of a concept).
LEARNING HOW TO LEARN 365

b. IF it is a process, THEN
i. Are all the stages of (insert the name of a process) present in the model?
c. IF it is a principle, THEN
i. What do you think will happen if you apply the principle of (insert the
name of a principle) to (insert the name of a concept)?
d. IF it is a procedure, THEN
i. What are the strengths and weaknesses of (name of a procedure) to solve
(insert the name of a problem)?
In this example I am not required to evaluate something based on criteria and standards.
5. IF you will be required to create something by putting elements together to form a
coherent or functional whole, THEN answer the questions:
a. IF a concept, THEN
i. These (insert the criteria in the definition) may describe a new example of
(insert the name of the concept).
b. IF a process, THEN
i. This (name of a) process may be used to create a new result in the form of
a (insert the result of using the process).
c. IF a principle, THEN
i. This (name of a) principle could be used to change (name of a concept).
ii. This (name of a) principle could be used to predict a change in (the name
of concept).
d. IF a procedure, THEN
i. This (name of a) procedure could be changed to solve this (name of a)
problem.
In this example I am not required to create something by putting elements together to form a
coherent or functional whole.
6. For each general question that applies, write the specific question in your notebook using
the content from the lesson to fill in the blanks.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?

7. Write in your own words a specific answer each question based on the content of the
lesson.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?
Answer:
LEARNING HOW TO LEARN 366

Syllabus Example:

EDUC 605: Framing Educational Leadership
Course Syllabus – Fall 2015

INTRODUCTION
The mission of the USC Rossier School of Education is to improve learning in urban education
locally, nationally, and globally.

The program and this course is a critical component of the USC Rossier School of Education
mission to improve this mission. An important aspect of this mission is to apply Rossier’s
Guiding Principles by providing leadership to address instructional design and delivery issues so
that all learners have access to learning in a variety of contexts and in which outcomes can be
measured and accountable to appropriate stakeholders.

PURPOSE
The purpose of this course is to help you begin to identify and research problems of practice
particularly pertinent in urban learning. Essential to solving such problems of practice is the fair
and accurate identification and representation of these problems. The presentation of problems of
practice requires the use of sound evidence-based research to justify and support the statement of
the problem as well as provide a history and background of a problem. As you continue in the
program, you will continue to reflect on these problems of practice, as well as identify potential
causes and solutions to such problems. One of the problems of practice will also become the
focus of your Dissertation in Practice.

This course is also designed to develop academic literacy skills that incorporate critical analysis
in writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content. These academic
literacy skills are essential in the program, and you will continued to develop and expand on
these skills in assignments that are required in your coursework and as you write your
Dissertation.

LEARNING OUTCOMES
By the completion of this course, you will be able to:

1. Articulate your professional identity and goals.

2. Identify current problems and challenges in their intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in your professional field.

4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
LEARNING HOW TO LEARN 367

5. Articulate the value of evidence-based decision-making and differentiate between supported
and unsupported assertions.

6. Interpret and evaluate the quality of evidence to support the identification and presentation of
a problem of practice.

7. Identify and integrate valid and reliable evidence to support assertions about the problem of
practice.

8. Apply APA formatting in the documentation and citation of evidence.

9. Demonstrate effective written and oral communication skills.

Citation for the syllabus:
University of Southern California. (2015). EDUC 605: Framing educational leadership course
syllabus-fall 2015. Los Angeles, California: Rossier School of Education.
LEARNING HOW TO LEARN 368

Unit 6: Authentic Assessment: Syllabus Example
Former Student Response
Below are the responses from a former student who completed this section.
Definitions and Examples:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)

Summary Question: A
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)

LEARNING HOW TO LEARN 369

question that reflects the
major theme or main ideas
of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.
Examples of Summary
Questions:
What is the one major question
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique 1. Pick a topic you want to

is a four step learning understand and start studying

technique, or method, it. Write down everything you

developed by American know about the topic on a

physicist and Nobel Prize notebook page, and add to that

in physics winner Richard page every time you learn

P. Feynman. Known as the something new about it.

'Great Explainer,' Feynman 2. Pretend to teach your topic to

used simple terms to help a classroom. Make sure you're

you understand new able to explain the topic in simple

material at a deeper level. terms.

It is a great strategy for 3. Go back to the books when

learning a new idea, you get stuck. The gaps in your

understanding an existing knowledge should be obvious.

idea better, remembering Revisit problem areas until you

an idea, or studying for a can explain the topic fully.

test. 4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help strengthen
your understanding.

Unit 6: Authentic Assessment: Syllabus Example

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
LEARNING HOW TO LEARN 370

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Instructions:
1. First read the document titled: Unit 6: Seven Step Procedure for asking questions that
lead to better learning (L2L, 2009).
2. Recall how you modified the four step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
3. Note the syllabus example is located at the end of this handout.

Unit 6: Seven Step Procedure for asking questions that lead to better learning (L2L, 2009)

1. Review the terminal objective, each enabling objective in your notebook, and your notes
and ask yourself whether you will need to perform the terminal objective and/or any one
or more of the enabling objectives in a new job setting in which you will have to
transfer or adapt what you have learned to solve problems in increasingly
challenging and novel situations.

In this example we are using the example EDUC 605: Framing Educational Leadership Course
Syllabus – Fall 2015.

KEY POINTS Question Answer
Professional identity and
goals
How does this key point help
me achieve the enabling
objective?
Making a decision about my
professional identity and goals.
(concept)
Identify current
problems of practice and
challenges and possible
How does this key point help
me achieve the enabling
objective?
Once I decide my professional
identity and goals, I’ll be able to
identify a current problem of
practice I want to examine and
LEARNING HOW TO LEARN 371

solutions

some possible solutions. (concept)
Problem Statement
Paper based on an
identified problem of
practice
How does this key point help
me achieve the enabling
objective?
The procedure of writing a
problem statement paper will allow
me to articulate an identified
problem of practice. (procedure)
Empirical research to
understand current
problem of practice
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice I will be able
to evaluate and understand the
empirical research pertaining to the
problem of practice. (principle)
Value of evidence-based
decision-making and
differentiate between
supported and
unsupported assertions.
How does this key point help
me achieve the enabling
objective?
Deciding the value of evidence-
based decision-making will allow
me to use/apply the stages of this
process to differentiate between
supported and unsupported
assertions. (process)
Interpret and evaluate
the quality of evidence
to support the problem
of practice
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice and empirical
research I will be able to interpret
and evaluate the quality of
evidence to support the problem of
practice. (principle)
Identify and integrate
valid and reliable
evidence to support
assertions about the
problem of practice.
How does this key point help
me achieve the enabling
objective?
Based on all other knowledge I
have about the identified current
problem of practice I will be able
to identify and integrate valid and
reliable evidence to support
assertions about the problem of
practice. (principle)
Apply APA formatting
in the documentation
and citation of evidence.
How does this key point help
me achieve the enabling
objective?
The procedure for APA formatting
and citing will enable me to
properly apply the APA format to
my problem statement paper.
(procedure)
LEARNING HOW TO LEARN 372

Demonstrate effective
written and oral
communication skills
How does this key point help
me achieve the enabling
objective?
The procedure of writing and
presenting a problem statement
paper will allow me to demonstrate
effective written and oral
communication skills (procedure)

2. IF you will be required to use a procedure for a given task, THEN answer the questions:
a. IF the task will be a familiar task, THEN:
i. This task is started when (example of a concept) occurs.
b. IF the task will be unfamiliar, new, or difficult, THEN
i. List all the possible situations when you would perform the procedure.
ii. Ask your instructor to review your list and suggest others.
1. This is an asynchronous course so for this step in this course there
will not be access to an instructor for clarification. This step should
be applied to courses or training where access to an instructor for
clarification is available.

KEY POINTS/ENABLING
OBJECTIVES and
KNOWLEDGE TYPE
Question Answer
Problem Statement Paper
based on an identified
problem of practice
This task is familiar. This
task is started when I decide
what my professional identity
and goals are, then I’ll be able
to identify a current problem
of practice I want to examine
and some possible solutions.
The procedure of writing a
problem statement paper will
allow me to articulate an
identified problem of practice.
(procedure)
Apply APA formatting in the
documentation and citation of
evidence.
This task is familiar. This
task is started when I format
my problem statement paper
using APA formatting
standards.
The procedure for APA
formatting and citing will
enable me to properly apply
the APA format to my
problem statement paper.
(procedure)
Demonstrate effective written
and oral communication skills
This task is familiar. This
task is started when I begin
writing and presenting a
problem statement paper.
The procedure of writing and
presenting a problem
statement paper will allow me
to demonstrate effective
written and oral
communication skills
(procedure)
LEARNING HOW TO LEARN 373

3. IF you will be required to analyze material into its parts and determine how the parts
relate to each other and the overall structure or purpose, THEN answer the questions:
a. IF the main idea of the lesson contains new concepts, THEN
i. Are (insert the names of concepts) the relevant concepts that relate to the
main idea of this lesson?
b. IF the lesson contains a process, THEN
i. What stages in (insert the name of the) process are critical to achieving the
end result?
c. IF the lesson contains a principle, THEN
i. Is (insert the name of a concept) the result of applying the principle that
(the name of a concept) causes (the name of a concept)?
d. IF the lesson contains a procedure, THEN
i. What are the absolutely critical action and decision steps that are required
to perform (name of the) procedure successfully?
KEY POINTS/ENABLING OBJECTIVES
and
KNOWLEDGE TYPE
Question
Problem Statement Paper based on an
identified problem of practice.
What are the absolutely critical action and
decision steps that are required to write a
problem statement paper based on an
identified problem of practice procedure
successfully?
Articulate my professional identity and goals.

Identify current problems and challenges in
my intended professional field, as well as the
characteristics and skills needed to address
these problems and challenges.
Apply APA formatting in the documentation
and citation of evidence.
What are the absolutely critical action and
decision steps that are required to apply the
APA formatting procedure successfully?
Follow the APA formatting rules per the APA
manual.
Demonstrate effective written and oral
communication skills
What are the absolutely critical action and
decision steps that are required to demonstrate
effective written and oral communication
skills procedure successfully?
LEARNING HOW TO LEARN 374

1. Articulate my professional identity and
goals.
2. Identify current problems and
challenges in my intended professional
field, as well as the characteristics and
skills needed to address these
problems and challenges.
3. Create a clear and coherent Problem
Statement Paper based on an identified
problem of practice in my professional
field.
4. Utilize empirical research on the
problem of practice being examined to
develop an understanding of current
conditions.
5. Articulate the value of evidence-based
decision-making and differentiate
between supported and unsupported
assertions.
6. Interpret and evaluate the quality of
evidence to support the identification
and presentation of a problem of
practice.
7. Identify and integrate valid and
reliable evidence to support assertions
about the problem of practice.
8. Apply APA formatting in the
documentation and citation of
evidence.

4. IF you will be required to evaluate something based on criteria and standards, THEN
answer the questions:
a. IF it is a concept, THEN
i. Does the definition of (name of the concept) contain all the critical
attributes of the concept?
ii. These criteria meet the definition of (insert the name of a concept).
b. IF it is a process, THEN
i. Are all the stages of (insert the name of a process) present in the model?
c. IF it is a principle, THEN
LEARNING HOW TO LEARN 375

i. What do you think will happen if you apply the principle of (insert the
name of a principle) to (insert the name of a concept)?
d. IF it is a procedure, THEN
i. What are the strengths and weaknesses of (name of a procedure) to solve
(insert the name of a problem)?
In this example I am not required to evaluate something based on criteria and standards.
5. IF you will be required to create something by putting elements together to form a
coherent or functional whole, THEN answer the questions:
a. IF a concept, THEN
i. These (insert the criteria in the definition) may describe a new example of
(insert the name of the concept).
b. IF a process, THEN
i. This (name of a) process may be used to create a new result in the form of
a (insert the result of using the process).
c. IF a principle, THEN
i. This (name of a) principle could be used to change (name of a concept).
ii. This (name of a) principle could be used to predict a change in (the name
of concept).
d. IF a procedure, THEN
i. This (name of a) procedure could be changed to solve this (name of a)
problem.
In this example I am not required to create something by putting elements together to form a
coherent or functional whole.
6. For each general question that applies, write the specific question in your notebook using
the content from the lesson to fill in the blanks.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?

7. Write in your own words a specific answer each question based on the content of the
lesson.
General/Summary question: What is the one major question that reflects the purpose of this
unit, assignment, material?
Answer: How will learners be able to identify and research problems of practice particularly
pertinent in urban learning and be able to apply academic literacy skills that incorporate critical
analysis in writing and speaking, the identification of and incorporation of different types of
evidence to support assertions, and effective practices in presenting academic content?
LEARNING HOW TO LEARN 376

Unit 6: Big Ideas: Former Student Response
Definitions and Examples:
Learning Strategy Definition and when to
use
Examples / Steps
Summary Questions
and
Mirror Questions
Summarizing teaches you
how to discern the most
important ideas in a text,
how to ignore irrelevant
information, and how to
integrate the central ideas in
a meaningful way.
Summarization strategies
can be used in almost every
content area. Summarizing
or writing summary
questions, writing notes in
your own words then
explaining and asking
questions, are Elaboration
strategies to help you retain
and recall information you
are learning.

The most important part of
note taking is what happens
after you take your notes.
This moves your notes from
taking notes to making
notes. (Dembo & Seli,
2016)

Summary Question: A
question that reflects the
major theme or main ideas
After a presentation or unit
session review your notes and
complete the following:
1. Add any important information
you remember the instructor
saying but didn’t write down.
2. Locate information you didn’t
understand from the instructor,
another learner or textbook.
3. Play a form of academic
jeopardy and think about your
notes as answers to questions.
4. Once a question has been
identified, return to the class notes
and underline a key term or
phrase that triggers an answer to
the question.
5. Read the key terms or phrases
to verify that they help you recall
the information in the notes. IF
they key terms or phrases trigger
only partial answers to the
questions, underline more
information.
6. Cover the notes with a blank
sheet of paper and attempt to
answer the questions.
7. IF appropriate, construct
representations to depict the
organization of class material.
8. Write a summary question for
the total class at the end of your
notes for the day. (Dembo & Seli,
2016)

Examples of Summary
Questions:
What is the one major question

LEARNING HOW TO LEARN 377

of the unit, assignment,
material you are learning.

Mirror Question: A
question that reflects the
information in notes.
that reflects the purpose of this
unit, assignment, material?

What is the relationship between
my mirror questions?
The Feynman Technique The Feynman Technique 1. Pick a topic you want to

is a four step learning understand and start studying

technique, or method, it. Write down everything you

developed by American know about the topic on a

physicist and Nobel Prize notebook page, and add to that

in physics winner Richard page every time you learn

P. Feynman. Known as the something new about it.

'Great Explainer,' Feynman 2. Pretend to teach your topic to

used simple terms to help a classroom. Make sure you're

you understand new able to explain the topic in simple

material at a deeper level. terms.

It is a great strategy for 3. Go back to the books when

learning a new idea, you get stuck. The gaps in your

understanding an existing knowledge should be obvious.

idea better, remembering Revisit problem areas until you

an idea, or studying for a can explain the topic fully.

test. 4. Simplify and use analogies

(refer to Unit 4). Repeat the

process while simplifying your

language and connecting facts

with analogies to help strengthen
your understanding.

Here’s what a former student had to say was their “big idea or take-away”

“Learning how to use and apply the Seven Step Procedure for asking questions that lead to better
learning (L2L, 2009) as well as The Feynman Technique and summarizing have helped me to be
able to pinpoint the main points of a topic or assignment/reading/task/project, then explain it or
teach it to someone else in my own words. When doing this I’m able to identify any gaps and if I
need to I will go back to the source material. I learned how to simplify and use analogies in a
LEARNING HOW TO LEARN 378

previous unit and I am used that knowledge and skills in this unit to speed a deeper
understanding of complex information. Applying and repeating the Feynman Technique helped
me strengthen my understanding in a much more efficient way and summarizing allowed me to
discuss and write about long bodies of work in an organized and efficient way. Being able to
summarize is important because it can simplify the complicated, aid in efficient studying, and
can improve my ability to communicate clearly and effectively!”
LEARNING HOW TO LEARN 379

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan and Developer’s Guide: Unit 7

Unit 7: How to reflect, evaluate the effectiveness, and revise strategies used in achieving the
learning task as required. (Smith & Ragan, 2005)

Learning activities.

 After introduction and attention activities, assess prior knowledge of the meaning
of revising strategies as required to meet the objectives and assessments is.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and non-examples.
 Provide opportunities for learners to generate their own examples and non-
examples.
 Assess their prerequisite skills of revising strategies as required to meet the
objectives and assessments
 Model asking and answering the questions using Smith & Ragan (pgs. 253-254,
2005) Impediments to Strategy Use questions.
1. Low skill in strategy use. Do I have low skill in strategy use - identifying
strategy needed and applying it to the correct context?
2. Low motivation. Do I have low motivation - applying conscious and
willful effort, did I pay attention, was this material relevant to me, do I
have confidence I can do this?
3. Learners’ feelings of self-efficacy are low, and attributions of success
are external. Do I believe the extra effort in using a strategy will pay off?
4. Learners’ lack of awareness of their own memory and processing
characteristics. Do I have enough awareness about my own cognitive
capabilities to determine strategy use when needed? Did I reflect on my
own cognition and predict when I need extra support of a strategy?
5. Lack of knowledge of task characteristics. Do I know the type and depth
of cognitive activity that is required to achieve the goal of the learning
task? Did I assess the match between 1) my memory and processing
characteristics, and 2) the learning task? If learners don’t know what they
are to learn and the depth of understanding they must have then how will
they know what strategies to use?
6. Devoting/allocating insufficient time. Did I allow myself enough time to
engage strategies and process the material and reflect on what I learned
from the material?
7. Insufficient content knowledge. Do I have enough prior content
knowledge not to be overwhelmed by this new material?
 Provide opportunities for practice and feedback
 Provide an opportunity to transfer knowledge and skills to their own material to
be learned.
LEARNING HOW TO LEARN 380

 Demonstrate procedure for revising strategies as required to meet the objectives
and assessments
 Provide opportunities for practice and feedback
 Provide the opportunity to transfer learning to their own notebook.

Assessment.

 Learners will revise the strategies as required to meet the objectives and
assessments and write them in their notebook.

Unit Duration: 20 minutes

Introduction: This is the last unit in the seven unit course on learning how to learn. Performance
problems are the result of a lack of sufficient knowledge to perform the learning task and achieve
the learning objective. The purpose of this unit is to teach you how to reflect, evaluate the
effectiveness, and revise strategies used in achieving the learning task as required. (Smith &
Ragan, 2005)

Learning Objective(s)

Lesson Materials

 Access to computer with internet for learning platform
 Note taking guide and materials – includes handout with key words and
procedural steps
 Handouts:
o Unit 7: Impediments to Strategy Use (Smith & Ragan, 2005)
o Unit 7: Prerequisite Knowledge: Self-Assessment
o Unit 7: Learning Guidance: Worked Travel Example: How to Pack for a
Week in a Carry-On by Veronica Hill
o Unit 7: Practice and Feedback: Guided Practice Example: Testing Effect
and SQ3R video by David Meyer
o Unit 7: Practice and Feedback: Former Student Response
o Unit 7: Authentic Assessment: Syllabus Example: Your Turn!
Enabling Objective(s):
 Know why appropriate strategies are successful to meet the objectives and assessments
 Know why inappropriate strategies are not successful to meet the objectives and
assessments
 Be able to evaluate the strategies used in Units 1-6 as required to meet the objectives
and assessments
 Be able to reflect on the strategies used in Units 1-6 and determine why some strategies
worked and some did not and then revise accordingly using Smith & Ragan (2005)
Impediments to Strategy Use.
Terminal Objective:
 Given a learning task or course, learners will be able to reflect, evaluate the
effectiveness, and revise strategies used in achieving the learning task as required to
meet the objectives and assessments and write the their reflections in their notebook.
LEARNING HOW TO LEARN 381

Learner Characteristic Accommodations

Developer’s Notes

Instructional Activities
Instructio
nal
Sequen
ce
Ti
me
Description of the
Learning Activity
Narrator Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
1 Show title slide for
Narration 1.

Show slides with travel
magazine photos of
destinations and travel
books for Narration 2.
Narration 1: Welcome to
Unit 7, the last unit of Mind,
Motivation, and Meaningful
Learning: A Cognitive
Science Approach To
Learning How To Learn
course.
To navigate this program
press the ESC key to make
the directional arrows appear.
You may pause this narrated
video at any time.

Narration 2: Continuing
with the travel theme:
Think about all the things
you learned so far in this
course to plan your trip.
Imaging that you have taken
the trip and now it's time to
plan for the next trip. How
will you take what you've
learned and apply it to your
Learners watch
and listen to the
video, connect
their personal
experience to the
video
o Unit 7: Authentic Assessment: Former Student Response
o Unit 7: Big Ideas: Former Student Response
 Videos:
o “How to Pack for a Week in a Carry-On!” by Veronica Hill
https://youtu.be/mzTZjK2ZbJ0
o “Make Things Memorable: How to study and learn more effectively” by David
Meyer http://youtu.be/rFIK5gutHKM
 Presentation slides using pre-recorded lecture videos
Learners will take the course online asynchronously. The course will provide digital readings
for text to speech conversion and screen zooming for DHH and visually impaired learners.
This is an unmediated, asynchronous course. The presentation, practice, and feedback actions
are online. The developer needs to provide timely feedback to practice and assessments
asynchronously. See the table below for specific Narrator Action/Decision (Supplantive events
of instruction).
LEARNING HOW TO LEARN 382

Zoom in on examples
next trip? But this time you
will be away longer and you
have to plan differently.
You will want to reflect on
the last trip and evaluate
things like:
What went well and what
didn’t?

What would you do again
and what would you change,
and why?

How would you make those
changes for the next vacation
which is longer?

The purpose of this unit is to
teach you how to reflect,
evaluate the effectiveness,
and revise strategies used in
achieving the learning task as
required.

Learning
Objectives
1 Show Learning
Objective slide

Developer note: Do not
show text all at once,
show one line at a time.

Developer note: This is
the text for this slide
Terminal Objective:
Given a learning task or
course, learners will be
able to reflect, evaluate
the effectiveness, and
revise strategies used in
achieving the learning
task as required to meet
the objectives and
assessments and write
the their reflections in
their notebook.
Narration: This is the
learning objective for this
unit. Read it as it appears on
the screen and pause the
video to take notes in your
notebook.
Learners read the
learning objective
on the presentation
slide and write it
down in their
notebooks.

Learners pause the
video to allow
time to take notes.
Reasons
for
Learning
2 Show slide “Reasons
for learning this unit.”
Intro Narration: Learners listen to
the presentation
LEARNING HOW TO LEARN 383

- Benefits
- Risks

Show slides of various
media with travel theme
and satisfied learners

Benefits: show images
of satisfied or happy
learners
Let’s take a look at why it is
important be able to reflect,
evaluate the effectiveness,
and revise strategies used in
achieving a learning task.

Narration: Throughout this
asynchronous seven unit
course you learned how to be
a lifelong self-regulated, self-
sufficient, independent
learner in any learning
context. You learned theories
focusing on andragogy, social
cognitive theory and
motivational systems theory.
You have the ability to
identify, evaluate, and apply
appropriate cognitive,
learning and motivation
strategies based on course
content and in this unit you
will gain a deeper
understanding of the
metacognitive component of
meaningful learning.

Benefits for learners:
1.Know the limits of their
own memory for a task and
elicit help where required.
2.Do frequent self-
assessments of their
knowledge to ensure they can
figure out how well they are
learning something.
3. Self-monitor frequently and
use a variety of strategies to
learn.
4. Undertake careful rehearsal
of a skill in order to gain
confidence and competence
5.Plan effectively at many
levels and see the big picture
of learning
and may pause the
video at any time
to take notes in
their notebooks.
LEARNING HOW TO LEARN 384

6. Improved metacognition
can facilitate both formal and
informal learning.
7. Improve the performance of
new tasks on the job
8. Help individuals or teams
problem solve more
effectively.

Risks Avoided: Show
slides of a frustrated
learner.
Risks avoided:
1. Not knowing the limits of
their own memory for a task
and not eliciting help where
required
2. Not conducting frequent
self-assessments of their
knowledge to ensure they can
figure out how well they are
learning something
3. Not self-monitor frequently
and therefore not using a
variety of strategies to learn
4.Not engaging in deliberate
practice of a skill in order to
gain confidence and
competence, leading to low
self-efficacy
5. Not planning effectively at
many levels and therefore not
seeing the bigger picture of
learning
6. Not improving
metacognition skills can
hinder both formal and
informal learning.
7. Not improving performance
of new tasks on the job
8. Not solving problem more
effectively.
9. Not becoming a better,
more skilled learner.
Overview
- Prior
1 Show slide: Overview:
What you already
know….What’s new to
you...and how you will
learn it.
Narration: Have you ever had
an experience where after it
was over you wished you had
done a few things differently?
If you change a few things
Learners listen to
the presentation and
may pause the
video at any time to
Knowledge

- New

Knowledge

- Learning

Strategies
LEARNING HOW TO LEARN 385

Show slide: What you
already know…
then you will be more likely to
have a better experience next
time.

Of course you are familiar
with reflecting on experiences
and revising your approach for
the future, but have you ever
thought about why or how you
reflected, evaluated and
revised an experience?

Narration for new
knowledge:
Think about what you already
know about reflection,
evaluation and revising
strategies. You have used
them throughout your entire
academic careers, but have
you ever thought about how
to use them to learn? To do
this, first you need to be able
to know how to reflect,
evaluate the effectiveness,
and revise strategies used in
achieving the learning task as
required. Knowing the right
questions to ask yourself as
you reflect will help you
determine what needs to be
evaluated and possibly
revised. These questions
prompt you to engage in the
kind of self-reflective
processes that will allow you
to become a self-sustaining
learner. The questions
provide a roadmap for
monitoring your own
learning.

Narration for Learning
Activities:
To learn how to apply
reflection or metacognitive
take notes in their
notebooks.

Show slides of vacation
photos highlighting the
great and not so great
moments of the trip.

Show slide: New
knowledge.

Think about why you
need to reflect, evaluate
and revise?

Show slide: Learning
activities for this unit.

 What is
metacognition

LEARNING HOW TO LEARN 386

and what are
reflection or
metacognitive
questions?
 Demonstration
 Practice and
feedback
 Application to a
course you are
taking
questions, we will first provide
you with definitions and
examples of what we mean by
reflection or metacognitive
questions.

Then we will demonstrate how
to do this, and then give you
opportunities to practice using
the handout as a guide. We
will show you what “right”
looks like by presenting what
other learners who have taken
this course have written.

You will then be asked to
apply what you’ve learned to a
course you are currently
taking or any other material
you are learning.

Pre-
requisite
Knowledge
2 Slide: What is
metacognition?
Narration: Before we go
further, let’s be sure you
understand what we mean by
reflection or metacognition.

What is metacognition?

Narration: Metacognition is:
1. Metacognition is often
referred to as “thinking about
thinking.” But that’s just a
quick definition.
Metacognition is a regulatory
system that helps you
understand and control your
own cognitive performance.
2. Metacognition allows you
to take charge of your own
learning. It involves awareness
of how you learn, an
evaluation of your learning
needs, generating strategies to
meet these needs and then
implementing the strategies.
(Hacker, 2009)
3. Learners just like you often
Learners listen to
the presentation
and may pause the
video presentation
at any time to take
notes in their
notebooks.

Learners will
complete the self-
assessments for
reflective/metacog
nitive strategies.

Slide: Metacognition

Add key words or
images as they are
narrated

Show a learner
thinking or
contemplating
something image
LEARNING HOW TO LEARN 387

Slide: Your turn:
Self-Assessment
show an increase in self-
confidence when they build
metacognitive skills. Self-
efficacy improves motivation
as well as learning success.
4. For all age groups,
metacognitive knowledge is
crucial for efficient
independent learning because
it fosters forethought and self-
reflection.

Metacognition Example:
An example of the relationship
between metacognitive and
cognitive strategies is a learner
who uses self-monitoring
when reading. The learner,
through self-monitoring, can
sense that they do not
comprehend what was read
(metacognitive) and
recognizes that they will
understand the text better if
they create an outline
(cognitive). Monitoring your
progress as you learn and
making changes and adapting
your strategies if you perceive
that you are not doing as well
as you could.

Narration: Now it’s your
turn to check your
understanding of
metacognition.

You will find the
metacognition self-assessment
in the document titled:
Unit 7: Prerequisite
Knowledge: Metacognition
Self-Assessment

LEARNING HOW TO LEARN 388

Learning
Guidance
-
Lecture
-
Demo.
3 Slide: How To Use
Metacognitive
Questions!

Use this video as the
Worked Travel
Example.
“How to Pack for a
Week in a Carry-On!”
by Veronica Hill
https://youtu.be/mzTZj
K2ZbJ0

Intro Slide: Download
the handout
Unit 7: Learning
Guidance: Worked
Travel Example: How
to Pack for a Week in a
Carry-On by Veronica
Hill
Narration:
Now that you know what
metacognitive questions are,
we will show you their power
by demonstrating how to use
them.

For this section, you will
need the handout:
Unit 7: Learning Guidance:
Worked Travel Example:
How to Pack for a Week in a
Carry-On by Veronica Hill
to follow along.

First download the handout,
then read the seven steps.
Learners listen and
watch the
demonstration and
may pause the
video presentation
at any time to take
notes in their
notebooks.

Learners follow
along the steps in
the worked
example.

Slide: Add the link to
the video.
You will also need the link to
the video included in this
lesson.
“How to Pack for a Week in
a Carry-On!” by Veronica
Hill,
https://youtu.be/mzTZjK2ZbJ
0

Slide: View the Video
Next you will watch the
video via the link provided.
Once you are done watching
the video then resume this
presentation video to follow
the demonstration along with
your handout.

You may pause the video at
any time to take notes in your
notebook.

Slide: Show Worked
Example and Zoom in
Narration:
See the Travel Worked
Example.

LEARNING HOW TO LEARN 389

on each of the steps as
they appear.

Practice
and
Feedback
3 Slide: Your turn! Narration: Now it’s your
turn to apply the four steps!

Narration: Pause the
presentation video and read
the Learning objective and
take notes in your notebooks.

Narration: First download
the handout, then read the
seven steps.
Next you will watch the
video via the link provided.

Starting at the 1:10 mark
and stopping at the 3:51
mark “Make Things
Memorable: How to study
and learn more effectively”
by David
Meyer http://youtu.be/rFIK5
gutHKM

After watching the designated
portion of the David Meyer’s
video, use the handout titled:
Unit 7 - Seven Steps For
Impediments to Strategy Use
(S & R, 2005) that was
demonstrated in the previous
section and write your
responses to the seven steps
in your notebooks.

Narration: Here pause the
video and take a moment to
study a response from a
former student who completed
this course.
Learners will read
the learning
objective for the
David Meyers
video, they may
pause the video at
any time to take
notes, then
learners will
resume the video
to watch the
designated portion
of the David
Meyers video.

Then learners will
refer to the
handout: Unit 7 -
Seven Steps For
Impediments to
Strategy Use (S &
R, 2005) that was
demonstrated in
the previous
section and write
their responses to
the seven steps in
their notebooks.

Learners will read
the response from
former student
who has
completed the
section.

Slide: Learning
Objectives for “Making
Things Memorable”

Text for slide:
Terminal Learning
Objective: Learners will
be able to use the Testing
Effect and SQ3R study
method as strategies for
better understanding and
meaningful learning of
the material to be
learned.

Slide: Use the handout
Unit 7 - Seven Steps
For Impediments to
Strategy Use (S & R,
2005) to write their
responses in their
notebook.

Slide: Write your
response to the first step
in your notebook

Then they will read a
response from a former
student
LEARNING HOW TO LEARN 390

You will find the response in
the document titled: Unit 7:
Practice and Feedback:
Student Response

Repeat this for each step.

Authentic
Assessment
3 Slide: Your turn! Narration: Now it’s your
turn to apply the seven steps
to a syllabus, something you
are quite familiar with by
now!
Learners will read
the learning
objectives for the
Syllabus Example
and take notes in
their notebooks.

Show image of a
syllabus
What we’re going to show
you in the syllabus example
are two pages extracted from
a full length syllabus

Use the handout Unit
7: Authentic
Assessment: Syllabus
Example and write
notes in their
notebook.
Narration: Pause the
presentation video and
download the handout: Unit
7: Authentic Assessment:
Syllabus Example

Once you have downloaded
the handout read the Learning
objectives and take notes in
your notebooks.
Learners will
download the
handout: Unit 7:
Authentic
Assessment:
Syllabus Example
and read the
learning objectives
and take notes in
their notebook.

Use the handout Unit 7 -
Seven Steps For
Impediments to Strategy
Use (S & R, 2005) to
write their responses in
their notebook.

Next you will read a

Narration: Now download
the handout Unit 7 - Seven
Steps For Impediments to
Strategy Use (S & R, 2005)

You will apply the seven
steps to the syllabus example
just like we did with the
travel video on how to pack a
carry-on and you will write
your responses in your
notebook.

Narration: Here pause the
video and take a moment to
study a response from a

Learners will refer
to the handout:
Unit 7 - Seven
Steps For
Impediments to
Strategy Use (S &
R, 2005)
and will apply the
seven steps to the
syllabus example
just like they saw
with the travel
video on how to
pack a carry-on
and they will write
LEARNING HOW TO LEARN 391

response from a former
student
former student who
completed this course.

You will find the response in
the document titled: Unit 7:
Authentic Assessment:
Student Response
their responses in
their notebook.

Learners will read
the response from
former student
who has
completed the
course.
Retention
and
Transfer
3 Slide: Apply it yourself!

Use your own example
from your own setting
or scenario, a course
you are currently taking
or want to take, and
write notes in your
notebook.
Narration: Transfer what
you’ve learned to your own
setting or scenario. Think
about another course you are
taking or want to take and
analyze the syllabus or an
assigned reading and write
down in your notebook the
information you need to learn
and apply to the material to
be learned based on the
lessons learning objectives
using the metacognitive
questions in the Unit 7 -
Seven Steps For
Impediments to Strategy Use
(S & R, 2005) handout.
Learners will
choose a syllabus
or reading from a
current course
they are taking or
want to take. They
will download the
material and read
the learning
objectives and
take notes in their
notebooks.

Use the handout Unit 7
- Seven Steps For
Impediments to Strategy
Use (S & R, 2005) to
write their responses
in their notebook.
Narration: Pause the
presentation video and
choose a syllabus or reading
from a current course you are
taking or want to take and
download it.
Once you have downloaded
the material read the learning
objectives and take notes in
your notebooks.

Apply the four steps to your
own scenario just like we did
in the last two sections and
you will write your responses
in your notebooks.

Learners apply the
five steps to their
own scenario and
write their
responses in their
LEARNING HOW TO LEARN 392

notebook.
Big
Ideas
1 Slide: Big Ideas! Narration: So, what big
ideas can we take away from
this unit and the course?

Take a moment and write
your take-aways in your
notebooks, which will be
compiled into your personal
portfolio at the end of the
course.

Narration: Here pause the
video and take a moment to
study a response from a
former student who
completed this course.

You will find the response in
the document titled: Unit 7:
Big Ideas: Student Response
Learners write
down their take-
aways for this unit
and the overall
course in their
notebooks, which
are compiled into
their personal
portfolio along
with all the
previous take-
aways from the
previous units in
this course.

Learners will read
the response from
former student
who has
completed the
course.
Review and ask
students to reflect:

Review the “take
aways” from this unit
and the application of
procedures. Connect
the importance of the
procedural knowledge
to the goals of the unit
and course.

Next read a response
from a former student
Total
Time
20
LEARNING HOW TO LEARN 393

Mind, Motivation, and Meaningful Learning (M3L): A Cognitive Science Approach to
Learning How to Learn
Lesson Plan Curriculum Materials: Unit 7

Unit 7 - Seven Steps For Impediments to Strategy Use (S&R, 2005)

1. Low skill in strategy use.
a. Do I have low skill in strategy use - identifying strategy needed and applying it to
the correct context?

2. Low motivation.
a. Do I have low motivation - applying conscious and willful effort?
b. Did I pay attention?
c. Was this material relevant to me?
d. Do I have confidence I can do this?

3. Learners’ feelings of self-efficacy are low, and attributions of success are external.
a. Do I believe the extra effort in using a strategy will pay off?

4. Learners’ lack of awareness of their own memory and processing characteristics.
a. Do I have enough awareness about my own cognitive capabilities to determine
strategy use when needed?
b. Did I reflect on my own cognition and predict when I need extra support of a
strategy?

5. Lack of knowledge of task characteristics.
a. Do I know the type and depth of cognitive activity that is required to achieve the
goal of the learning task?
b. Did I assess the match between: My memory and processing characteristics and
the learning task?
c. If I don’t know what I am supposed to learn and the depth of understanding I must
have then how will I know what strategies to use?

6. Devoting/allocating insufficient time.
a. Did I allow myself enough time to engage strategies?
b. Did I allow myself enough time to process the material and reflect on what I
learned from the material?

7. Insufficient content knowledge.
a. Do I have enough prior content knowledge not to be overwhelmed by this new
material?
Unit 7: Prerequisite Knowledge: Metacognition Self-Assessment
LEARNING HOW TO LEARN 394

Instructions:
1. Read the definitions of metacognition, metacognitive knowledge, metacognitive
regulation.
2. Read each statement below the definitions table and select Yes or No by placing a check
mark in the appropriate box if you believe the statement is or is not a metacognitive
strategy.

DEFINITIONS:

DEFINITION

Metacognition
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacognitive
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacognitive
Regulation
Metacognitive regulation refers to what you do
about learning. It describes how you monitor and
You might realize that a
particular strategy is not

control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

STATEMENTS:
Statement YES NO
Develop a plan and timeline after starting a task.

LEARNING HOW TO LEARN 395

Monitor your progress as you work through a task.

Wait until after the task to ask yourself questions about the
material and your understanding of it.

Plan for next time, ask yourself if any changes in your strategies
need to be made.

Explain what you are learning to someone to assess if you have
a good understanding of the material. If there are gaps in your
explanation go back to the material and find the answer.

ANSWER KEY:
Statement YES NO
Develop a plan and timeline after starting a task.
ANSWER: before

X
Monitor your progress as you work through a task. X

Wait until after the task to ask yourself questions about the
material and your understanding of it.
ANSWER: during

X
Plan for next time, ask yourself if any changes in your strategies
need to be made.
X

Explain what you are learning to someone to assess if you have
a good understanding of the material. If there are gaps in your
explanation go back to the material and find the answer.
X

If you want to further assess yourself try the following:
● What are some ways you practice metacognitive strategies to help with your learning?
○ Ask yourself, and answer, the questions: (Mayer, 2011)
Questions: (Mayer, 2011)
QUESTION
NEVER RARELY SOMETIMES OFTEN ALWAYS
When reading a book or an article for a
course, I try to relate the material to what I
already know.

When I become confused about something
I’m reading, I go back and try to figure it
out.

Before I study a new section of a book

LEARNING HOW TO LEARN 396

thoroughly, I often skim it to see how well it
is organized.

Whenever I read an assertion or conclusion
in a book, I think about possible
alternatives.

* IF YOU WANT MORE SELF-ASSESSMENT, TRY THE Metacognitive Awareness Inventory (MAI).
Located in the unit folder *

LEARNING HOW TO LEARN 397

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Unit 7: Learning Guidance: Worked Travel Example: How to Pack for a Week in a Carry-
On by Veronica Hill using the Seven Steps for Impediments to Strategy Use (S&R, 2005)
DEFINITIONS:

DEFINITION

Metacognition
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacognitive
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacognitive
Regulation
Metacognitive regulation refers to what you do
about learning. It describes how you monitor and
You might realize that a
particular strategy is not

control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

Instructions:
1. First read the document titled: Seven Steps For Impediments to Strategy Use (S&R, 2005)
2. Next watch the video and take notes in your notebook.
3. The transcript for this video is located at the end of this handout.
4. Video: “How to Pack for a Week in a Carry-On!” by Veronica Hill,
https://youtu.be/mzTZjK2ZbJ0
5. Note that the seven step procedure has been applied to our travel worked example.
LEARNING HOW TO LEARN 401

Worked Example: How to Pack for a Week with a Carry-On
Terminal objective: Given the destination, weather, and length of a trip, travelers will be able to
use the rolling method to pack the most clothes for a week in a carry-on suitcase without
resulting in wrinkles.
Enabling objectives:
● Know the destination
● Know the weather
● Know what the rolling method is
● Know how to pack tops and bottoms
● Know how to pack shoes
● Know how to pack undergarments and accessories
● Know how to calculate the amount of clothes you need versus the size of the carry-on and
make appropriate adjustments

Seven Steps for Impediments to Strategy Use (S&R, 2005)

1. Low skill in strategy use.
a. Do I have low skill in strategy use - identifying strategy needed and applying it to
the correct context?
I have never used the rolling method before, so I do have low skill strategy use in this context of
packing a carry-on for a week without my clothes becoming wrinkled.

2. Low motivation.
a. Do I have low motivation - applying conscious and willful effort?
b. Did I pay attention?
c. Was this material relevant to me?
d. Do I have confidence I can do this?
I do not have low motivation. I will apply effort in applying the rolling method when I pack for
my next vacation. I paid attention to the video and took notes and felt the material was relevant
to me. I have confidence I can successfully apply the rolling method.

3. Learners’ feelings of self-efficacy are low, and attributions of success are external.
a. Do I believe the extra effort in using a strategy will pay off?
I do believe putting in the extra effort and time to apply the rolling method when packing will
pay off when I arrive at my destination and my clothes are not wrinkled.

4. Learners’ lack of awareness of their own memory and processing characteristics.
a. Do I have enough awareness about my own cognitive capabilities to determine
strategy use when needed?
b. Did I reflect on my own cognition and predict when I need extra support of a
strategy?
Because I know I may forget some of the steps mentioned in the video, I took notes and made a
checklist from those notes and used my checklist when I practice the rolling method a couple of
LEARNING HOW TO LEARN 402

times on a few different clothing items.

5. Lack of knowledge of task characteristics.
a. Do I know the type and depth of cognitive activity that is required to achieve the
goal of the learning task?
b. Did I assess the match between: My memory and processing characteristics and
the learning task?
c. If I don’t know what I am supposed to learn and the depth of understanding I must
have, then how will I know what strategies to use?
Even though this is the first time I have used the rolling method to pack a carry-on suitcase, I do
understand the strategy required for me to achieve my goal of not having wrinkled clothes when
I reach my destination. I took notes, created a checklist, and practiced the rolling method so I
would know exactly what I need to do when it is time to pack for the trip.

6. Devoting/allocating insufficient time.
a. Did I allow myself enough time to engage strategies?
b. Did I allow myself enough time to process the material and reflect on what I
learned from the material?
After practicing several times and reviewing my checklist I was able to determine how much
time I will need to apply the rolling method when I pack my carry-on suitcase for my vacation
trip. I found the rolling method to be a very efficient and effective strategy to use to ensure my
clothes don’t get wrinkled when I pack a carry-on.

7. Insufficient content knowledge.
a. Do I have enough prior content knowledge not to be overwhelmed by this new
material?
Since I have traveled enough times in the past and therefore have packed a carry on suitcase
before, I feel I had enough basic knowledge to not feel overwhelmed when learning the rolling
method packing strategy.

Transcript of the video:

Veronica Hill of California Travel Tips shares her best packing tips using the rolling method.
This tutorial will show you what to pack for a week in a carry-on.
If you want to avoid checking your bags, buy a suitcase that's 45 linear inches, which is the total
of the length, height and width of the bag.

What I Pack for a Week in My Carry-On:
A good rule is to pack 6 tops, 4 bottoms, 2 dresses, 3 shoes (tennies, dressy ballet flats and
sandals), 2 bathing suits, enough undergarments for a weeklong trip. Keep everything in 2-3
coordinating shades. In place of one top, bring a cardigan for cool nights, even in California. It's
also great for dressing up an outfit and doesn't take up much space.

1) Roll up jeans and heavier garments first.

2) Put shoes in first, soles against the wall, followed by the rolled jeans and lighter items.
LEARNING HOW TO LEARN 403

3) Camis add a pop of color and are great for layering or sleepwear.

4) Pack underwear and jewelry in your shoes. It will save space.

5) Pack several sizes of Zip bags. The 2 1/2 gallon size can double as packing cubes. Just sit on
them and force out the air for the most space. You can pack an entire outfit in each bag for quick
access each morning. Others can be used for dirty underwear, wet bathing suits, ice packs, or
protection for your camera in wet weather. Put a dryer sheet in each Ziploc bag to keep clothes
smelling fresh.

6) Follow the 311 rule. All liquids brought onto planes must be in 3.4-ounce bottles or smaller
and inside a single, clear, quart-size zip-top bag. Store your liquids in the front pocket of your
carry-on so it's easily accessible during security check.

7) Use tissue paper to roll up your silk, cotton and linen clothing. It helps prevent wrinkles.

8) I always pack a pair of black yoga pants and black tank top. They can double as PJs. Take
advantage of the hotel laundry service.

9) Pack a versatile black dress, which can be worn to the beach, used as a coverup at the pool, or
worn for a casual night out.

10) If you end up buying too much stuff at your destination, pack up all your dirty clothes and
send it home by UPS. Then you'll have more room in your case!
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Unit 7: Practice and Feedback: Guided Practice Example: Testing Effect and SQ3R video
by David Meyer
DEFINITIONS:

DEFINITION

Metacogniti
on
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacogniti
ve
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacogniti Metacognitive regulation refers to what you do You might realize that a
ve about learning. It describes how you monitor and particular strategy is not
Regulation control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

Instructions:
1. First read the document titled: Seven Steps For Impediments to Strategy Use (S&R, 2005)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
LEARNING HOW TO LEARN 405

5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the seven step procedure to the travel worked example, you will
do the same thing with this video.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.
Seven Steps for Impediments to Strategy Use (S&R, 2005)

1. Low skill in strategy use.
a. Do I have low skill in strategy use - identifying strategy needed and applying it to
the correct context?
I have used the Testing Effect to learn and remember material by summarizing or putting the
key points in my own words and then practiced and rehearsed and then retrieve it by testing
myself throughout the process to see if I understood the material as I was learning it.
I have used the SQ3R reading strategy: Survey! Question! Read! Recite! Review! Using SQ3R
helped me build a framework to understand my reading assignment.

2. Low motivation.
a. Do I have low motivation - applying conscious and willful effort?
b. Did I pay attention?
c. Was this material relevant to me?
d. Do I have confidence I can do this?
I do not have low motivation. I will apply effort in applying the testing effect and the SQ3R
strategy. I paid attention while watching the video and paused it to make notes. I feel the material
is very relevant to me both academically for my college courses and professionally for work
projects and professional development materials.

3. Learners’ feelings of self-efficacy are low, and attributions of success are external.
a. Do I believe the extra effort in using a strategy will pay off?
I do believe putting in the extra effort and time to applying the testing effect and the SQ3R
strategy will pay off when I learning new material and am able to become a more effective and
efficient learner.

4. Learners’ lack of awareness of their own memory and processing characteristics.
a. Do I have enough awareness about my own cognitive capabilities to determine
strategy use when needed?
b. Did I reflect on my own cognition and predict when I need extra support of a
strategy?
Because I know I may forget some of the steps mentioned in the video, I took notes and made a
checklist from those notes and used my checklist, as well as replayed the video, when I practiced
the testing effect and the SQ3R strategy when reading an article for a current training course I’m
taking.
LEARNING HOW TO LEARN 406

5. Lack of knowledge of task characteristics.
a. Do I know the type and depth of cognitive activity that is required to achieve the
goal of the learning task?
b. Did I assess the match between: My memory and processing characteristics and
the learning task?
c. If I don’t know what I am supposed to learn and the depth of understanding I must
have, then how will I know what strategies to use?
I do understand what is required of me to achieve the goal of the learning task by using my notes
and my checklist as well as referring back to the video for the steps of the testing effect and the
SQ3R learning strategy. By applying these steps I am able to recall and retrieve the information I
need to complete the learning task. In this case read an article for a current training course I’m
taking but I realize these strategies may be applied in a variety of learning contexts.

6. Devoting/allocating insufficient time.
a. Did I allow myself enough time to engage strategies?
b. Did I allow myself enough time to process the material and reflect on what I
learned from the material?
After practicing several times and reviewing my checklist I was able to determine how much
time I will need to apply the testing effect and the SQ3R learning strategy. The more I practiced
the more efficient I became at applying the strategies and understanding when I needed to refer
back to my notes, checklist and/or review the video.

7. Insufficient content knowledge.
a. Do I have enough prior content knowledge not to be overwhelmed by this new
material?
Since I have applied portions of these the testing effect and the SQ3R learning strategies
throughout my academic and professional careers I feel I do have enough prior knowledge not to
be overwhelmed by the steps in the testing effect and the SQ3R learning strategies.
LEARNING HOW TO LEARN 407

Unit 7: Practice and Feedback: Testing Effect and SQ3R video by David Meyer
Former Student Response
DEFINITIONS:

DEFINITION

Metacognition
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacognitive
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacognitive
Regulation
Metacognitive regulation refers to what you do
about learning. It describes how you monitor and
You might realize that a
particular strategy is not

control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

Below are the responses from a former student who completed this section.

Instructions:
1. First read the document titled: Seven Steps For Impediments to Strategy Use (S&R, 2005)
2. Next pause the presentation video and write the learning objective from the slide in your
notebook. (note it is also provided below)
3. Next watch the video and takes notes in your notebook.
LEARNING HOW TO LEARN 408

4. Start the video at the 1:10 mark and stop at the 3:51 mark. Make Things Memorable:
How to study and learn more effectively by David Meyer http://youtu.be/rFIK5gutHKM
5. The transcript for this video is located at the end of this handout.
6. Recall how we applied the seven step procedure to the travel worked example, you will
do the same thing with this video.
7. Complete the responses to questions 2, 4, 6.

Terminal Learning Objective: Learners will be able to use the Testing Effect and SQ3R study
method as strategies for better understanding and meaningful learning of the material to be
learned.
Seven Steps for Impediments to Strategy Use (S&R, 2005)

1. Low skill in strategy use.
a. Do I have low skill in strategy use - identifying strategy needed and applying it to
the correct context?
I have used the Testing Effect to learn and remember material by summarizing or putting the
key points in my own words and then practiced and rehearsed and then retrieve it by testing
myself throughout the process to see if I understood the material as I was learning it.
I have used the SQ3R reading strategy: Survey! Question! Read! Recite! Review! Using SQ3R
helped me build a framework to understand my reading assignment.

2. Low motivation.
a. Do I have low motivation - applying conscious and willful effort?
b. Did I pay attention?
c. Was this material relevant to me?
d. Do I have confidence I can do this?

3. Learners’ feelings of self-efficacy are low, and attributions of success are external.
a. Do I believe the extra effort in using a strategy will pay off?
I do believe putting in the extra effort and time to applying the testing effect and the SQ3R
strategy will pay off when I learning new material and am able to become a more effective and
efficient learner.

4. Learners’ lack of awareness of their own memory and processing characteristics.
a. Do I have enough awareness about my own cognitive capabilities to determine
strategy use when needed?
b. Did I reflect on my own cognition and predict when I need extra support of a
strategy?

5. Lack of knowledge of task characteristics.
a. Do I know the type and depth of cognitive activity that is required to achieve the
goal of the learning task?
b. Did I assess the match between: My memory and processing characteristics and
the learning task?
c. If I don’t know what I am supposed to learn and the depth of understanding I must
have, then how will I know what strategies to use?
LEARNING HOW TO LEARN 409

I do understand what is required of me to achieve the goal of the learning task by using my notes
and my checklist as well as referring back to the video for the steps of the testing effect and the
SQ3R learning strategy. By applying these steps I am able to recall and retrieve the information I
need to complete the learning task. In this case read an article for a current training course I’m
taking but I realize these strategies may be applied in a variety of learning contexts.

6. Devoting/allocating insufficient time.
a. Did I allow myself enough time to engage strategies?
b. Did I allow myself enough time to process the material and reflect on what I
learned from the material?

7. Insufficient content knowledge.
a. Do I have enough prior content knowledge not to be overwhelmed by this new
material?
Since I have applied portions of these the testing effect and the SQ3R learning strategies
throughout my academic and professional careers I feel I do have enough prior knowledge not to
be overwhelmed by the steps in the testing effect and the SQ3R learning strategies.
LEARNING HOW TO LEARN 410

Unit 7: Authentic Assessment: Syllabus Example: Your Turn!

DEFINITIONS:

DEFINITION

Metacognition
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacognitive
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacognitive
Regulation
Metacognitive regulation refers to what you do
about learning. It describes how you monitor and
You might realize that a
particular strategy is not

control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

Instructions:
1. First read the document titled: Seven Steps For Impediments to Strategy Use (S&R, 2005)
2. Write your responses in your notebook for each step.
3. Recall how you modified the seven step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
4. Complete the responses to the questions.
LEARNING HOW TO LEARN 411

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Seven Steps for Impediments to Strategy Use (S&R, 2005)

1. Low skill in strategy use.
a. Do I have low skill in strategy use - identifying strategy needed and applying it to
the correct context?

2. Low motivation.
a. Do I have low motivation - applying conscious and willful effort?
b. Did I pay attention?
c. Was this material relevant to me?
d. Do I have confidence I can do this?

3. Learners’ feelings of self-efficacy are low, and attributions of success are external.
a. Do I believe the extra effort in using a strategy will pay off?

4. Learners’ lack of awareness of their own memory and processing characteristics.
a. Do I have enough awareness about my own cognitive capabilities to determine
strategy use when needed?
b. Did I reflect on my own cognition and predict when I need extra support of a
strategy?
LEARNING HOW TO LEARN 412

5. Lack of knowledge of task characteristics.
a. Do I know the type and depth of cognitive activity that is required to achieve the
goal of the learning task?
b. Did I assess the match between: My memory and processing characteristics and
the learning task?
c. If I don’t know what I am supposed to learn and the depth of understanding I must
have, then how will I know what strategies to use?

6. Devoting/allocating insufficient time.
a. Did I allow myself enough time to engage strategies?
b. Did I allow myself enough time to process the material and reflect on what I
learned from the material?

7. Insufficient content knowledge.
a. Do I have enough prior content knowledge not to be overwhelmed by this new
material?

Syllabus example:
EDUC 605: Framing Educational Leadership
Course Syllabus – Fall 2015

INTRODUCTION
The mission of the USC Rossier School of Education is to improve learning in urban education
locally, nationally, and globally.

The program and this course is a critical component of the USC Rossier School of Education
mission to improve this mission. An important aspect of this mission is to apply Rossier’s
Guiding Principles by providing leadership to address instructional design and delivery issues so
that all learners have access to learning in a variety of contexts and in which outcomes can be
measured and accountable to appropriate stakeholders.

PURPOSE
The purpose of this course is to help you begin to identify and research problems of practice
particularly pertinent in urban learning. Essential to solving such problems of practice is the fair
and accurate identification and representation of these problems. The presentation of problems of
practice requires the use of sound evidence-based research to justify and support the statement of
the problem as well as provide a history and background of a problem. As you continue in the
program, you will continue to reflect on these problems of practice, as well as identify potential
causes and solutions to such problems. One of the problems of practice will also become the
focus of your Dissertation in Practice.

This course is also designed to develop academic literacy skills that incorporate critical analysis
in writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content. These academic
literacy skills are essential in the program, and you will continued to develop and expand on
LEARNING HOW TO LEARN 413

these skills in assignments that are required in your coursework and as you write your
Dissertation.

LEARNING OUTCOMES
By the completion of this course, you will be able to:

1. Articulate your professional identity and goals.

2. Identify current problems and challenges in their intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.

3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in your professional field.

4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.

5. Articulate the value of evidence-based decision-making and differentiate between supported
and unsupported assertions.

6. Interpret and evaluate the quality of evidence to support the identification and presentation of
a problem of practice.

7. Identify and integrate valid and reliable evidence to support assertions about the problem of
practice.

8. Apply APA formatting in the documentation and citation of evidence.

9. Demonstrate effective written and oral communication skills.

Citation for the syllabus:
University of Southern California. (2015). EDUC 605: Framing educational leadership course
syllabus-fall 2015. Los Angeles, California: Rossier School of Education.
LEARNING HOW TO LEARN 414

Unit 7: Authentic Assessment: Syllabus Example:
Former Student Response
DEFINITIONS:

DEFINITION

Metacogniti
on
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacogniti
ve
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacogniti Metacognitive regulation refers to what you do You might realize that a
ve about learning. It describes how you monitor and particular strategy is not
Regulation control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

Below are the responses from a former student who completed this section.

Instructions:
1. First read the document titled: Seven Steps For Impediments to Strategy Use (S&R, 2005)
2. Write your responses in your notebook for each step.
3. Recall how you modified the seven step procedure for the Travel Worked example and
Making Things Memorable example, you will do the same for this syllabus example.
LEARNING HOW TO LEARN 415

4. Complete the responses to the questions.

Terminal Learning Objective: Learners will be able to identify and research problems of
practice particularly pertinent in urban learning and be able to apply academic literacy skills that
incorporate critical analysis in writing and speaking, the identification of and incorporation of
different types of evidence to support assertions, and effective practices in presenting academic
content.
Enabling Learning Objectives:
1. Articulate my professional identity and goals.
2. Identify current problems and challenges in my intended professional field, as well as the
characteristics and skills needed to address these problems and challenges.
3. Create a clear and coherent Problem Statement Paper based on an identified problem of
practice in my professional field.
4. Utilize empirical research on the problem of practice being examined to develop an
understanding of current conditions.
5. Articulate the value of evidence-based decision-making and differentiate between
supported and unsupported assertions.
6. Interpret and evaluate the quality of evidence to support the identification and
presentation of a problem of practice.
7. Identify and integrate valid and reliable evidence to support assertions about the problem
of practice.
8. Apply APA formatting in the documentation and citation of evidence.
9. Demonstrate effective written and oral communication skills.

Seven Steps for Impediments to Strategy Use (S&R, 2005)

1. Low skill in strategy use.
a. Do I have low skill in strategy use - identifying strategy needed and applying it to
the correct context?
I have taken the course EDUC 605: Framing Educational Leadership Course Syllabus – Fall
2015 and feel that I started the course with low skill strategy use but gained knowledge and skills
as I worked through the course therefore resulting in high skill strategy use. At the end of the
course I was able to identify and research problems of practice particularly pertinent in urban
learning and was able to apply academic literacy skills that incorporated critical analysis in
writing and speaking, the identification of and incorporation of different types of evidence to
support assertions, and effective practices in presenting academic content.

2. Low motivation.
a. Do I have low motivation - applying conscious and willful effort?
b. Did I pay attention?
c. Was this material relevant to me?
LEARNING HOW TO LEARN 416

d. Do I have confidence I can do this?
The course EDUC 605: Framing Educational Leadership Course Syllabus – Fall 2015 was
online and required high motivation. I feel I applied enough effort through paying attention,
taking notes and asking questions as we moved through the course material which I found to be
very relevant to me as I entered the Ed.D. program. I felt confident I would be successful in this
course.

3. Learners’ feelings of self-efficacy are low, and attributions of success are external.
a. Do I believe the extra effort in using a strategy will pay off?
I felt applying metacognitive and self-regulation learning strategies increased my self-efficacy
throughout the EDUC 605: Framing Educational Leadership Course Syllabus – Fall 2015
course. Putting in the extra effort by using these strategies paid off and were of value to me in
becoming a more effective and efficient learner.

4. Learners’ lack of awareness of their own memory and processing characteristics.
a. Do I have enough awareness about my own cognitive capabilities to determine
strategy use when needed?
b. Did I reflect on my own cognition and predict when I need extra support of a
strategy?

For the EDUC 605: Framing Educational Leadership Course Syllabus – Fall 2015 course I
took notes of the key points during the online lectures and followed up with the instructor via
email when I had questions. I also formed a support / reading group where we discussed the
weekly readings and assignments to help each other gain a better understanding of the material
we were learning.

5. Lack of knowledge of task characteristics.
a. Do I know the type and depth of cognitive activity that is required to achieve the
goal of the learning task?
b. Did I assess the match between: My memory and processing characteristics and
the learning task?
c. If I don’t know what I am supposed to learn and the depth of understanding I must
have, then how will I know what strategies to use?

As I moved through the EDUC 605: Framing Educational Leadership Course Syllabus – Fall
2015 course I gained a better understanding of the type and depth of cognitive activity that was
required to achieve the goal of the learning task. Because we were learning a lot of material I put
in the extra effort to take organized notes and utilize peer support through the support/reading
group. Applying these strategies helped me understand what I was supposed to learn and how to
learn it.

6. Devoting/allocating insufficient time.
a. Did I allow myself enough time to engage strategies?
b. Did I allow myself enough time to process the material and reflect on what I
learned from the material?
LEARNING HOW TO LEARN 417

At the beginning of the EDUC 605: Framing Educational Leadership Course Syllabus – Fall
2015 course I did not allow myself enough time to engage in learning strategies and time to
process and reflect on the material I was learning, but quickly I realized how important it was to
allow for enough time. I modified my approach by allowing more time for engaging in learning
strategies and time to process and reflect on the material and by doing this I gained a better
understanding of the material and became a more efficient learner.

7. Insufficient content knowledge.
a. Do I have enough prior content knowledge not to be overwhelmed by this new
material?

Since the EDUC 605: Framing Educational Leadership Course Syllabus – Fall 2015 course
was not my first college course I felt I did have enough prior knowledge about the demands of
college level coursework to not be overwhelmed by the new material in this course.
LEARNING HOW TO LEARN 418

Unit 7: Big Ideas:
Former Student Response
DEFINITIONS:

DEFINITION

Metacogniti
on
Cognition about cognition, in other words, thinking
about thinking. Knowledge of the skills and
strategies to use on a particular task. Knowing how
and when to use these skills and strategies to
successfully complete a task.
(Reflect, Evaluate, Revise)

Metacogniti
ve
Knowledge
Metacognitive knowledge refers to what you know
about learning.
This includes:
Your knowledge of your own cognitive abilities -

“I have trouble
remembering dates in
history”

Your knowledge of particular tasks - “The ideas in this
chapter that I’m going
to read are complex.”

Your knowledge of different strategies that are
available to you and when they are appropriate to
the task -
“If I skim the text first it
will help me to
understand the overall
meaning”
Metacogniti Metacognitive regulation refers to what you do You might realize that a
ve about learning. It describes how you monitor and particular strategy is not
Regulation control your cognitive processes. achieving the results

you want, so you decide

to try a different

strategy. (Reflect,
evaluate, revise)

Here’s what a former student had to say was their “big idea or take-away” for both the last

unit and the overall course.

For the unit: “Learning how to use and apply the Seven Steps For Impediments to Strategy Use
by Smith and Ragan, (2005) has really increased my confidence in being able to reflect, evaluate
LEARNING HOW TO LEARN 419

the effectiveness, and revise strategies used in achieving the learning task or goal in any material
I’m learning, whether it is for school or work. Knowing how to apply metacognitive skills that
enable me to become aware of how I learn and to evaluate and adapt these skills to become
increasingly effective at learning are invaluable in order for me to be successful academically
and professionally.”
For the overall course: “As an adult learner I had been away from an academic environment for
many years. As a result, maladaptive strategies to learning experiences developed. I was in an
unfamiliar landscape with significant misconceptions, fragmented knowledge, and inadequate
problem-solving and critical thinking skills. What I needed was the development of lifelong
learning skills, in other words, I needed to learn how to learn. This course was online which was
convenient for me since I work full-time and have a family. What attracted me to this course
other than it being asynchronous, was that it was designed for adult learners who want to become
lifelong self-regulated, self-sufficient, independent learners in any learning context. I knew that
knowledge and skills were exactly what I needed both academically and professionally if I
wanted to be successful. Now that I have reached the end of this course I am confident I have the
ability to identify, evaluate, and apply appropriate cognitive, learning and motivation strategies
based on course content and a deeper understanding of the metacognitive component of
meaningful learning. I felt this course supported me in performing my job more effectively and
allowed me to be able to contribute to my organization in meaningful ways as well as provided
the knowledge and skills to achieve my goals successfully!”
LEARNING HOW TO LEARN 420

Appendix B

CTA SME Success Strategies

The first SME (SME1) is currently pursuing her MMFT. She does meet the requirement for
ten years of experience that is generally accepted for expert level, she has demonstrated high
degrees of motivation, self-regulation and metacognitive knowledge and skills developed
over the last fourteen years and her strategies and experience are considered a valued
component to this curriculum design.
Background. SME1 is 34 years old, works full-time for USC, lives in the Los
Angeles area, is married with a six month old daughter. She earned a Bachelor of Science
(BS) in Sociology from Illinois State University, and a Master of Arts (MA) in
Interdisciplinary Humanities from New York University and as stated previously, she is
currently pursuing a Master of Marriage and Family Therapy (MMFT) through the USC
Rossier School of Education.
Success Strategies
During the unstructured and informal interview, SME1 highlighted the following as
her studying tactics:
○ I have always worked more than full time hours at one or more jobs, for as
long as I've been in school. I have slowly made my progress towards degree
completion by making sure to take only the number of classes I know I can
do successfully, while also balancing work and home life.
○ The way I organize my school work is by first creating a master syllabus
that includes all assignments for all classes.
○ I then identify the big assignments and map out how long I will need/have
to complete.
○ I do anything that can easily be done ahead of time at the beginning of the
semester before reading and projects get heavy, and cross other assignments
off in the order they are due.
○ I do fast projects first to get them crossed off the list.
○ I then plan ahead for research papers - pulling articles and books early to
start reading.
○ I find time to do my schoolwork on breaks at work, and in the evenings,
saving weekends for family. Now that I have a baby, I study out loud with her
so that she is a part of what I am doing and it doesn't take away from our time
together.

The second SME (SME2) was a Narrative Studies major with two minors in
Psychology and Neuroscience and she graduated with honors. Although she does not meet
the requirement for ten years of experience that is generally accepted for expert level, she
has demonstrated high degrees of motivation, self-regulation and metacognitive knowledge
and skills developed over the last four years and her strategies and experience are considered
a valued component to this curriculum design.
Background. SME2 was raised in a two parent, two income home in an affluent
neighborhood in California. Both parents attended the University of California, Los Angeles
(UCLA) for their undergraduate degrees then went onto law school at the University of
LEARNING HOW TO LEARN 421

California, Berkeley (UC Berkeley). SME2 was 22 years old when she graduated in May
2017.
Success Strategies
During the unstructured and informal interview, SME2 (2017) highlighted the
following as her studying tactics:
○ Exercise was a great natural stimulant between study breaks. I ran a lot for a
semester and then last semester was on an unrelated skin medication that made
me really lethargic, so I did yoga instead. Both were really helpful to keep me
motivated and functioning. I also do a martial art that instructs students on
how to manage stressful situations and continuously find new solutions to
evolving problems. And I've done Z-health on the side, too.
○ I have a dog. She's a great stress-reliever and provides some welcome
company during long nights of writing, researching, or studying.
○ Chunking. When studying, it helped to do the readings consistently after
lectures to consolidate lessons in bits so that I didn't get stuck learning large
amounts right before an exam.
○ Attitude, confidence, and determination. I never once told myself I wasn't
capable of doing something. I did drop neurobiology after a couple weeks one
semester to focus on my health, but I took the course back up the following
semester and earned an A. I think this sort of stubbornness was instilled in me
from my mom. I could always hear her voice in the back saying, "Just shut up
and do it." Which is probably what separated me from my friend who dropped
her neuro minor. She used to stress about upcoming exams a lot, and she spent
so much energy working herself up into a state of anxiousness before the
exams that she dropped it because she was afraid of getting bad scores in a
required course before she has even taken an exam in that course. I'm lucky
that my mom always taught me that if you put in the time and hard work, you
will get the result you want. It just ends up being a cost-effect analysis between
the work and the result... (I may have worked myself a little too hard at some
points).
○ Perspective and a sense of humor. Before I left for college, I went to Africa
with my family. There were kids that couldn't go to the school, because their
huts were too far, and they would get eaten by lions on the walk over. I could
handle some midterms. In the scheme of things, they weren't that big of a deal,
anyways.
○ Support networks. You need friends to laugh with. It makes everything
easier.
○ For writing, I've found that going out and meeting new people and having new
experiences sparks creativity, and taking long hikes helps consolidate
experiences and form new ideas (Default mode network, DMN).

The third SME (SME3) was a Narrative Studies major. He was a first-generation college
student. Although he does not meet the requirement for ten years of experience that is generally
accepted for expert level, he has demonstrated high degrees of motivation, self-regulation and
metacognitive knowledge and skills developed over the last eight years and his strategies and
experience are considered a valued component to this curriculum design.
LEARNING HOW TO LEARN 422

Background. SME3 was raised by a single parent and they lived with his grandmother in
her home in the Boyle Heights neighborhood of Southern California. He is a first-generation
college student and attributes much of his success academically and as a musician to the
resilience and determination he learned from his mother and grandmother. He transferred to USC
from Pasadena City College in the Spring 2010 semester and was a Narrative Studies major
when he left school for three years to get more involved with the music he knew he wanted to
address in his senior capstone, and felt the time off tremendously impacted his perspective and
allowed him to re-enter college with a stronger work ethic and an even stronger understanding of
the importance of the music (personal communication, SME3, 2017). SME3 returned to
complete his last semester and was 26 years old when he graduated in May 2017.
Success Strategies
During the unstructured and informal interview, SME3 stated the following as his studying
tactics:
○ Regarding motivation, I had a few methods. One would be to set goals for
making progress in my assignments that would result in a small reward. For
example, I would tell myself I couldn't have a cigarette until I finished a page of
my paper, or that I would go and get some food only after finishing my assigned
reading.
○ Always a form of motivation would be to find a new place to work, such as a
new room in one of the libraries or a random coffee shop/diner or even a park. A
change of setting always went hand-in-hand with a fresh mindset for me.
○ To motivate myself when it was crunch time would involve turning off my
phone and stashing it somewhere far away from me.
○ Another little trick to help me focus when silence wasn't cutting it would be to put
on a full movie soundtrack as background music. With a movie soundtrack, you
get the sense of a journey that keeps me focused for the hour or however long
duration of the album, that builds in intensity and goes through a range of
emotions just like a movie does. There are moments of uncertainty, of triumph,
of despair, and of resolution that aid my writing process.
○ Before I left school, the NARS capstone required you to pair up with an available
professor of your choice who you would work with once a week to complete your
project. Now, there is an option to choose from three seminars by different
professors each with a different style: research, creative, etc. I think that this has
been extremely helpful because you also get a small group of peers to
workshop your project in its stages of completion. I learned so much not only
from my professor's input and from the reading materials she assigned, but also
from the survey of initial responses I got from my classmates, who to me
represented what everyone would think and feel and would want more of from my
project.
○ To me, what was most challenging was coming to terms with what I could and
couldn't do with my project. I had conceptualized such a large undertaking that
there were sacrifices that had to be made. In a perfect world, I could've went into
the music's similarity to and influence on hip-hop even. What I regret most is that
I had to cut out most of the history of Rocksteady and especially Reggae as there
was so much to get through with just Ska alone in order to leave time to make
the connection of the Jamaican history of Ska to the face of the music in the past
LEARNING HOW TO LEARN 423

few decades.
○ To trace the trajectory of Jamaican music through a global diaspora spanning half
a century was more than I could accomplish in one semester, but to me was a
great start to what I have set as my life's work.
LEARNING HOW TO LEARN 424

Appendix C
Evaluation Instruments
Pre-Course Evaluation 1
Instructions: This course evaluation is meant to be administered immediately following the
implementation of the M3L program.
Rate the degree to which you agree with the statement in the left column.
Use the following rating scale for questions 1-8
1 = strongly disagree 7 = strongly agree

Please also leave feedback about any component of the program you feel could be improved.
1. The technology was easy to navigate. 1 2 3 4 5 6 7
2. The content was easy to understand. 1 2 3 4 5 6 7
3. What I learned will help me in real-
world settings.
1 2 3 4 5 6 7
5. The content contained in the M3L
program was valuable to me.
1 2 3 4 5 6 7
6. I am clear about how to use the
reflective journal portfolio after the
program.
1 2 3 4 5 6 7
7. I am confident that I can apply what I
have learned in the M3L program.
1 2 3 4 5 6 7
8. I will recommend this program to
others.
1 2 3 4 5 6 7
Comments or concerns about the
program:

LEARNING HOW TO LEARN 425

Appendix D
Evaluation Instruments
Post-Course Evaluation 2

Instructions: This course evaluation is meant to be administered roughly six months following
the implementation of the M3L program.
Rate the degree to which you agree with the statement in the left column.
Use the following rating scale for questions 1-8
1 = strongly disagree 7 = strongly agree

Please also leave feedback about any component of the program you feel could be improved.
1. Looking back, completing the M3L
program was a good use of my time.
1 2 3 4 5 6 7
2. I followed the learning, motivation,
and metacognitive strategies I learned in
the M3L program successfully.
1 2 3 4 5 6 7
3. I applied strategies effectively and
efficiently in real-world settings with the
use of my reflective journal portfolio.
1 2 3 4 5 6 7
4. My reflective journal portfolio was
easy to use and very helpful.
1 2 3 4 5 6 7
5. I recommended the M3L program to
others because it was beneficial to me.
1 2 3 4 5 6 7
Comments or concerns about the
program:

Abstract (if available)

Abstract Over the past decade the number of adult learners enrolling in educational courses has substantially increased. National Center for Education Statistics (NCES) data indicate the number of adult learners’ in the 25-34 age group are the fastest-growing population at our nation’s colleges and universities and are projected to grow another 23 percent by 2023 (NCES 2016). Many adult learners have been away from an academic environment for many years. As a result, maladaptive strategies to learning experiences may have developed. These learners emerge in this unfamiliar landscape with significant misconceptions, fragmented knowledge, and inadequate problem solving and critical thinking skills. What is needed is the development of lifelong learning skills, in other words learning how to learn. Delivered via an online platform, this asynchronous seven-unit course is designed for adult learners who seek to become lifelong self-regulated, self-sufficient, independent learners in any learning context. Theories focusing on andragogy, social cognitive theory and motivational systems theory, inform this curriculum. Learners will have the ability to identify, evaluate, and apply appropriate cognitive, learning and motivation strategies based on course content and a deeper understanding of the metacognitive component of meaningful learning. The summative assessment is a portfolio of artifacts, including self-reflections, strategic learning plans and course analysis. This course will support adult learners in performing their jobs more effectively and contributing to their organization in meaningful ways as well as provide the knowledge and skills to achieve their goals successfully.

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Miller, Melissa Lynn (author)

Core Title Mind, motivation, and meaningful learning: A cognitive science approach to learning how to learn

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/26/2018

Defense Date 07/26/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag adult learners,Albert Bandura,andragogy,assessment,authentic assessment,authentic learning,cognitive science learning theories,cognitive strategies,cognitive theory,critical thinking skills,curriculum design,education theories,evaluation,germane learning,growth mindset,Higher education,information processing,instructional design,learning goals,learning how to learn,learning strategies,learning technology,learning theories,lifelong learning,Malcolm Knowles,meaningful learning,metacognition,metacognitive,Motivation,motivation strategies,motivation systems theory,OAI-PMH Harvest,online learning,pedagogy,problem solving skills,professional training,reflective learning,self-regulation,social cognitive theory,strategic learning plans,study habits,summative assessment

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth Anthony (committee chair), Hirabayashi, Kimberly (committee member), Lundeen, Rebecca (committee member)

Creator Email melissamiller0910@gmail.com,millerm@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-29638

Unique identifier UC11671436

Identifier etd-MillerMeli-6492.pdf (filename),usctheses-c89-29638 (legacy record id)

Legacy Identifier etd-MillerMeli-6492.pdf

Dmrecord 29638

Document Type Dissertation

Format application/pdf (imt)

Rights Miller, Melissa Lynn

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA