How will I move this objective up Bloom's Taxonomy?
Emotions play a key role in student acceptance and retention of learning.
Critical attributes help distinguish one concept from all others.
What tactics am I using to help students attach meaning to the learning?
What motivation and novelty strategies am I using?
What related prior learning should be included for distributed practice?
Chunking increases the number of items working memory can handle at one time.
Minimum retention occurs during down-time.
What emotions (affective domain) need to be considered or avoided in learning this objective?
Short lesson segments have proportionally less down-time than do longer ones.
Concepts and skills that are too similar should not be taught together.
Have I included activities that are multisensory?
Am I using strategies that promote imaging and imagining?
Have I identified the critical attributes of this concept?
What will students be doing during down-time?
Would a concept map help here?
Which type of rehearsal should be used with this learning, and when?
What chunking strategies are appropriate for this objective?
Meaning helps retention.
Technology can be an effective motivator and tool for engagement, while giving students access to new information.
Using many senses increases retention.
Is it appropriate to use a metaphor with this objective?
The prospect of future transfer increases motivation and meaning.
Have I divided the learning episode into mini-lessons of about 20 minutes each?
Metaphors enhance transfer, hemispheric integration, and retention.
How will I use humor in this lesson?
Does my plan allow for enough wait time when asking questions?
The taxonomy's upper levels involve higher-order thinking and are more interesting.
Some music assists processing and cooperative learning activities.
Are the concepts or skills too similar to each other?
Rote and elaborative rehearsal serve different purposes.
Positive transfer assists learning; negative transfer interferes.
Concept maps help hemispheric integration and retention.
Would some music be appropriate? If so, what kind and when?
Humor is an excellent focus device and adds novelty.
How do I integrate technology into the lesson to improve student engagement and learning?
Maximum retention occurs during the prime-time.
Wait time is critical to allow for student recall to occur.
How will I show students how they can use (transfer) this learning in the future?
Motivation and novelty increase interest and accountability.
Distributed practice increases long-term retention.
Am I using the prime-times to the best advantages?
How will I maximize positive transfer and minimize negative transfer?
Imaging and imagining help establish meaning, promote novelty, and increase retention.
