Enlighten | Learning Connect

Enlighten

Entice

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

Enlighten

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

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.

Student Menu

B. for quick access to lc test question guide, click here

After getting their attention by enticing, the next step of presenting the lesson is to ENLIGHTEN (LECTURE/READING). There is a place for both lecture and reading in the enlightening process. However, research clearly shows us that without intervention, only minimal results and surface learning is generated.

enlighten modules/tools

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LC Module: Expert Quests

To develop expertise on lesson content by practicing self-teaching and peer teaching to increase comprehension and understanding.

“While traditional lectures, exercises, and drills may help students memorize facts and formulas and get the right answers on tests, this time-honored style of teaching does not help students achieve the depth of understanding they need to understand complex ideas and apply knowledge in new settings or situations.” (Bremer & Morocco, 2003)

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LC Module: Group Readings

Unique group approaches to reading lesson content that allows students to work together to deeply connect with lesson content.

“The best way to know if you are comprehending material is to monitor your recall as you read. The more you can recall the better the comprehension.” (St Mary’s College, 2015)

“Being able to distinguish between main ideas and supporting details will help you to draw conclusions, evaluate, and critically interpret—all integral skills for comprehension.” (Texas Higher Ed Coordinating Board, n.d.)

“All students can benefit from working with partners to cognitively process important vocabulary and content knowledge. But the cooperative learning model is essential for struggling readers to succeed in your classroom. Cooperative learning differs from simple group work in two important ways: (1) Individual and group accountability are built into every activity so that all group members are required to participate and produce, and (2) group members are taught and then expected to fulfill certain roles during the cooperative process.” (McEwan, 2015)

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LC Module: Instructional Stoppers

Approaches to create new meaning by questioning, clarifying, paraphrasing and summarizing while listening or reading lesson content.

Instructional Stoppers, such as “Reciprocal Teaching, allows a student to think, summarize, paraphrase, clarify, as well as generate questions and summarize the text.” (Ohio Dept of Ed, 2014). It is well supported by research. Developed by Annemarie Palincsar and Ann Brown in 1984, reciprocal teaching switches the roles of the student and teacher. Students can learn from peers just as well as they can from adults. But the process must be guided and managed to avoid any downsides. It encourages and provokes a deeper understanding and comprehension of the material.” (Jensen, 2011) “The percentile rankings of the experimental students using Reciprocal Teaching jumped 30 points or more.” (Perles, 2012)

Instructional Stoppers promotes summarizing. “Effective summarizing leads to an increase in student learning. Students have to analyze information at a deep level in order to identify key concepts and decide what information to delete, substitute, or keep.” (Anderson & Hidi, 1987 as stated Northwest Regional Educational Laboratory, 2005). A good amount of research supports the idea that the ability to summarize increases comprehension, memory (National Reading Panel, 2000 as stated Rice 2004) and has a positive impact on achievement. Summarization training has been shown to increase the recall of major information from reading, studying and lectures.” (King, 1992; Rinehart et al, 1986 as stated Ohio Dept of Ed, 2014).

Instructional stoppers allow students to pause and take time to answer a question individually, and then discuss in groups. “Short, in-class writing exercises increase focus, thinking, depth of knowledge and has shown to increase learning.” (Jensen, 2011).

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LC Module: Notetaking Connections

Notetaking approaches that visually organize knowledge and connect new information, details and illustrations

“Effective note taking has been identified as one of the research based strategies for increasing student achievement.” (Marzano, Pickering, and Pollock 2001 as stated Jacobs, 2008)

“The taking of notes seems to ease the load on the working memory and aids your comprehension and retention. Researchers found that if important information was contained in notes, it had a 34% chance of being remembered. Information not found in notes had only a 5% chance of being remembered” (Marzano, Pickering, and Pollock 2001 as stated Boch, 2005)

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LC Module: Oral Reading Logs

Tools to use with other peers when reading lesson content that improves focus, comprehension, memory retention and retrieval.

“As a whole class activity, each student shares one thing from his or her learning log with the class, which creates a class discussion with input from each student. Many students find it easier to share with the whole class when they have previously written their thoughts on paper.” (Hurst & Pearman, n.d.)

“The process of using learning logs involves developing thinking and learning skills, which are enhanced by a peer partnership system. The learning log is not an in depth assessment tool but more of a snapshot of what the students have or have not understood in their lesson material.” (Wikipedia, 2015).

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LC Module: Reading Journals

Reading tools to paraphrase and extract content from today's lesson content to increase focus, comprehension and understanding.

"There is also critical need for students to become actively involved in the process of learning.” (Ashman & Conway, 1993). Research findings indicate that journals allow students to become more aware of their own thought processes and gaining insight into the strategies they use to resolve problems, or overcome difficulties.” (Ashman & Conway, 1993; Blagg, 1991 as stated Wikipedia, 2015).

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LC Module: Scenario Solutions

Tools for analyzing real-life scenarios to aid in building a higher level of comprehension of today's lesson.

“To learn problem solving is to learn how to learn. Problem solving develops students’ high level thinking/critical thinking and scientific thinking skills. It merges old knowledge with new knowledge and unites theory and practice. (Akınoğlu and Özkardeş, 2007).

“Problem-based learning research shows a slightly positive effect on achievement scores with much larger positive gains on indicators such as: critical thinking and problem solving skills, abilities related to accessing, analyzing, organizing, and communicating information, student attendance patterns and disciplinary behaviors.” (Glassgow, 1997; Jones, Rasmussen & Moffitt, 1997 as stated Haney, 2005).

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LC Module: Small Group and Leadership Prep - ENLIGHTEN

Small group and leadership tools