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