Method for aligning instruction and content to increase learning

• US 20050053903A1
• Filed: 09/10/2003
• Published: 03/10/2005
• Est. Priority Date: 09/10/2003
• Status: Abandoned Application

• Current Assignee: Sandra Darling
• Original Assignee: Sandra Darling
• Inventors: Darling, Sandra
• Application Number:
  US10/660,282
• Publication Number:
  US 20050053903A1
• Time in Patent Office: Days
• US Class Current: 434/236
• CPC Class Codes: G09B 19/00 Teaching not covered by other main groups of this subclass teaching or practice apparatus for gun-aiming or gun-laying F41G3/26

Abstract

A method of improving learning by aligning instructional strategies to knowledge to be learned. The method involves identifying particular items of knowledge to be learned, classifying the items by knowledge domain implicated in each item, classifying the items by brain processing function used to learn each item, and selecting instructional strategies that address the knowledge domain and the brain processing function associated with each item.

Claims

1. A method of aligning instructional strategies to knowledge to be learned, comprising the steps of identifying particular items of knowledge to be learned, classifying the items by knowledge domain implicated in each item, classifying the items by brain processing function used to learn each item, and selecting instructional strategies that address the knowledge domain and the brain processing function associated with each item.

2. The method of claim 1 further including the step of ranking the selected instructional strategies by an Effect Size associated with each selected instructional strategy.

3. The method of claim 1 further including the step of ranking the selected instructional strategies according to how well each strategy addresses the knowledge domain and brain processing function associated with each items of knowledge to be learned.

4. The method of claim 1 further including the step of ranking the selected instructional strategies using a combination of the Effect Size associated with each selected instructional strategy and a measure of how well each selected instructional strategy addresses the knowledge domain and brain processing function associated with each item of knowledge to be learned.