Principles+That+Promote+Learning

Team B Discussion: Principles That Promote Learning

The Segmentation and Pretraining promotes learning because the training focuses on breaking down instruction into parts so that the learner can comprehend information one step at a time. This is especially important for e-learning when students are learning at a fast pace. 

The Modality Principle promotes learning by offering an audio version of the text to present content and describe visuals. The psychological advantage of using audio results from the incoming information being split across two separate cognitive channels—words in the auditory channel and pictures in the visual channel—rather than concentrating both words and pictures in the visual channel. 

The Multimedia Principle promotes learning through the use of visuals/graphics. It is recommended that the creators of e-learning instruction incorporate more transformational graphics which help the learner understand the material and interpretive graphics rather than decorative or representational that simply decorate the page with pictures of what the information is about. 

The Personalization Principle extends learning through informal speech. It is suggested that learners who experience formal conversational tones do not retain as much as those who experience informal personalized speech. (Deb)

Creating an environment that is interactive and stimulating to the learners. **~Ralisha** This environment should encourage participation and provide assignments that call for creativity **~Ralisha**

=Theory and Research-based Principles of Learning=
 * Students’ prior knowledge can help or hinder learning.**

Students’ motivation determines, directs, and sustains what they do to learn.

 * To develop mastery, sts tudenmust acquire component skills, practice integrating them, and know when to apply what they have learned.**

Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.

 * To become self-directed learners, students must learn to monitor and adjust their approaches to learning.(Larry)**
 * FROM BROOKE**

Principles of Learning
The Principles of Learning are condensed theoretical statements summarizing decades of learning research. They are designed to help educators analyze the quality of instruction and opportunities for learning that they offer to students.

Organizing for Effort
An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students.

Clear Expectations
If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, the community and, above all, students themselves.

Fair and Credible Evaluations
If we expect students to put forth sustained effort over time, we need to use assessments that students find fair; and that parents, community, and employers find credible.

Recognition of Accomplishment
If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of authentic accomplishment is a hallmark of an effort-based school.

Academic Rigor in a Thinking Curriculum
Thinking and problem solving will be the "new basics" of the 21st century. But the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned. So must the idea that we can teach knowledge without engaging students in thinking. =Principles of Learning= The Principles of Learning are condensed theoretical statements summarizing decades of learning research. They are designed to help educators analyze the quality of instruction and opportunities for learning that they offer to students.
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Organizing for Effort
An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained work. High minimum standards are set and assessments are geared to the standards. All students are taught a rigorous curriculum, matched to the standards, along with as much time and expert instruction as they need to meet or exceed expectations.

Clear Expectations
If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, the community and, above all, students themselves. Descriptive criteria and models of work that meets standards should be publicly displayed, and students should refer to these displays to help them analyze and discuss their work. With visible accomplishment targets to aim toward at each stage of learning, students can participate in evaluating their own work and setting goals for their own effort.

Fair and Credible Evaluations
If we expect students to put forth sustained effort over time, we need to use assessments that students find fair; and that parents, community, and employers find credible. Fair evaluations are ones that students can prepare for: therefore, tests, exams and classroom assessments as well as the curriculum must be aligned to the standards. Fair assessment also means grading against absolute standards rather than on a curve, so students can clearly see the results of their learning efforts. Assessments that meet these criteria provide parents, colleges, and employers with credible evaluations of what individual students know and can do.

Recognition of Accomplishment
If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of authentic accomplishment is a hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks en route to the standards. Progress points should be articulated so that, regardless of entering performance level, every student can meet real accomplishment criteria often enough to be recognized frequently. Recognition of accomplishment can be tied to opportunity to participate in events that matter to students and their families. Student accomplishment is also recognized when student performance on standards-based assessments is related to opportunities at work and in higher education.

Academic Rigor in a Thinking Curriculum
Thinking and problem solving will be the "new basics" of the 21st century. But the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned. So must the idea that we can teach knowledge without engaging students in thinking. Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge.

Accountable Talk®
Talking with others about ideas and work is fundamental to learning. But not all talk sustains learning. For classroom talk to promote learning it must be accountable to appropriate knowledge, and to rigorous thinking.

Socializing Intelligence
Intelligence is much more than an innate ability to think quickly and stockpile bits of knowledge. Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly.

Self-management of Learning
If students are going to be responsible for the quality of their thinking and learning, they need to develop—and regularly use—an array of self-monitoring and self-management strategies

Learning as Apprenticeship
For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences