Learning Connect

An Instructional System For Raising Student Achievement

entice

Entice

ENTICE is an important teaching step in getting students' focus and attention by activating prior knowledge.

bulb

Enlighten

Transform surface learning into a deep, successful learning event by using direct interventions.

engage

Engage

Generate, compare and connect with the new knowledge received using engaging encounters.

creative-thought

Embrace

EMBRACE is the final step for reflecting, connecting and retaining the knowledge gained.

About

Learning

Connect

Welcome to Learning Connect

LEARNING CONNECT is a patent-pending  educator’s tool that helps teachers with learning approaches that create more and deeper connections.  The largest struggle for teachers is not learning new approaches to teaching, but how to create and implement effective learning strategies, for all students, with the limited time and resources provided.  With the use of Learning Connect, teacher testimony claims that student achievement doubled from January to May,  Learning Connect reduces the use of surface learning, low-recognition study sheets, and rote memory for student learning.  It provides a refined learning process, with the optional infusion of instant voice activated tools, to assist any teacher in raising student achievement and increasing student success in today's classroom.

WHY LEARNING CONNECT?

  • “In order for the United States to produce young people who are well prepared to succeed in whatever they undertake, every teacher at every grade level in every domain must become a strategies teacher. Strategies Instruction needs to be adopted across the curriculum and throughout schools and school districts. It needs to begin when children enter school and continue through 12th grade.
  • “Effective teachers make strategies instruction an integral part of ALL classroom instruction ALL year long in ALL areas of the curriculum.” (Gaskins, 2009)

LEARNING CONNECT makes strategies instruction an immediate integral part of classroom instruction effectively, efficiently and consistently.

LEARNING CONNECT infuses proven comprehension and retention techniques that ensure an increase in student achievement. 

Did you know?  In the average secondary classroom:

  • “Up to sixty percent of all high school students do not have the skills to comprehend the reading material in the average classroom” (Hock & Deschler, 2003).
  • “As much as 50% of the knowledge is being lost within 20 minutes” (LaBonty & Danielson, 2005).
  • “Too often, information deemed important is taught just once and the students are expected to remember for a lifetime (Sousa, 2011).
  • Study sheets are being used abundantly in classrooms across our nation knowing or not knowing that “answering study questions require only low-level recognition” (Goodwin 2014).
  • “Without comprehension and retention intervention, only minimal learning results are being achieved and surface learning is being generated (LaBonty & Danielson, 2005).
  • “Students who do not know or use good learning strategies often learn passively and ultimately fail in school” (KU Center for Research on Learning, 2015).

LEARNING CONNECT helps teachers infuse the same tools and techniques that efficient learners use to understand and learn new material or skills.

LEARNING CONNECT infuses comprehension and retention techniques when introducing the lesson, during lecture and reading, while engaging students and during reflection and review.

LEARNING CONNECT activates learning and processing skills to generate deep learning experiences and increase long-term memory and retrieval during the lesson.

LEARNING CONNECT assists teachers in teaching students how to learn by providing teachers with effective student learning strategies to infuse within their lesson. 

Gaskins, Irene. (December 23, 2009 Update). Strategies Instruction. Education.com.
Hock, Michael F. and Donald D. Deshler. "'No Child Leaves Behind Teen Reading Proficiency." The Education Digest 69.4 (2003): 27-35
Goodwin, Bryan. (04, 2014). Research Says/Teach Critical Thinking to Teach Writing. Educational Leadership. ASCD. April 2014. Volume 71. Number 7
KU Center for Research on Learning. (2015). Learning Strategies. The University of Kansas
LaBonty, J. & Danielson, K.E. (2005). Writing poems to gain deeper meaning in science. Middle School Journal, 36(5), 30-3
Sousa, David A. (2011) Memory, Retention and Learning.  How the Brain Learns. Chapter 3, pages 119 and 120. Corwin Press.

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