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