# data[].attributes.headline
Effective learning requires knowing, understanding, doing and applying new material or ideas.  

# data[].attributes.subject
Effective learning requires knowing, understanding, doing and applying new material or ideas.  

# data[].attributes.headline
Learning happens best and for longer when in 'context"

# data[].attributes.subject
Learning happens best and for longer when in 'context"

# data[].attributes.headline
assessments should give students opportunities to apply knowledge and skills to a real world context; "contextual assessments" 

# data[].attributes.subject
assessments should give students opportunities to apply knowledge and skills to a real world context; "contextual assessments" 

# data[].attributes.headline
To learn, we must transfer information from working memory to long-term memory

# data[].attributes.subject
To learn, we must transfer information from working memory to long-term memory

# data[].attributes.headline
Retrieval (‘finding’ something learned) is a separate process from receiving.

# data[].attributes.subject
Retrieval (‘finding’ something learned) is a separate process from receiving.

# data[].attributes.headline
We have limited working memories that are overwhelmed by tasks that are cognitively too demanding.

# data[].attributes.subject
We have limited working memories that are overwhelmed by tasks that are cognitively too demanding.

# data[].attributes.body
Assessments should not include new material

# data[].attributes.headline
Cognitive development does not progress through a fixed sequence of age-related stages.

# data[].attributes.subject
Cognitive development does not progress through a fixed sequence of age-related stages.

# data[].attributes.headline
Practice is essential to learning new knowledge/skills/disposition but not all practice is equivalent.

# data[].attributes.subject
Practice is essential to learning new knowledge/skills/disposition but not all practice is equivalent.

# data[].attributes.headline
Effective and frequent feedback is often essential to acquiring new knowledge and skills

# data[].attributes.subject
Effective and frequent feedback is often essential to acquiring new knowledge and skills

# data[].attributes.headline
Students are more motivated and successful in academic environments when they believe that they belong and are accepted in those environments.

# data[].attributes.subject
Students are more motivated and successful in academic environments when they believe that they belong and are accepted in those environments.

# data[].attributes.headline
The transfer of knowledge or skills to a new problem requires knowledge of the problem's context.

# data[].attributes.subject
The transfer of knowledge or skills to a new problem requires knowledge of the problem's context.

# data[].attributes.headline
We understand new ideas via examples, but it’s often hard to see the unifying underlying concepts in different examples.

# data[].attributes.subject
We understand new ideas via examples, but it’s often hard to see the unifying underlying concepts in different examples.

# data[].attributes.headline
Assessing someone before they attempt to learn material enhances their memory for that material

# data[].attributes.subject
Assessing someone before they attempt to learn material enhances their memory for that material

# data[].attributes.headline
Introducing exceptions to a general "rule" or strategy when learning something new can block the formation of general knowledge about the rule or strategy being taught. 

# data[].attributes.subject
Introducing exceptions to a general "rule" or strategy when learning something new can block the formation of general knowledge about the rule or strategy being taught. 

# data[].attributes.headline
Many different connections to new material ensues that a wide variety of cues will effectively retrieve it when you want or need it. 

# data[].attributes.subject
Many different connections to new material ensues that a wide variety of cues will effectively retrieve it when you want or need it. 

# data[].attributes.headline
All  green post its are cited in Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact.

# data[].attributes.subject
All  green post its are cited in Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact.

# data[].attributes.headline
We learn new ideas by reference to ideas we already know.

# data[].attributes.subject
We learn new ideas by reference to ideas we already know.

# data[].attributes.headline
When assessment can be related to their experience it will likely be a better gauge of their learning.

# data[].attributes.subject
When assessment can be related to their experience it will likely be a better gauge of their learning.

# data[].attributes.headline
Students need to build background knowledge that they bring to assessments; knowledge building creates context for assessment 

# data[].attributes.subject
Students need to build background knowledge that they bring to assessments; knowledge building creates context for assessment 

# data[].attributes.headline
and then to demonstrate learning in an assessment we must retrieve information from long term memory; which knowledge must be automatic and which can be less automatic for students? 

# data[].attributes.subject
and then to demonstrate learning in an assessment we must retrieve information from long term memory; which knowledge must be automatic and which can be less automatic for students? 

# data[].attributes.headline
Assessments should tap into broader "ideas" based on a wide, connected range of experiences.

# data[].attributes.subject
Assessments should tap into broader "ideas" based on a wide, connected range of experiences.

# data[].attributes.headline
scaffolds needed prior to assessment so students can filter through

# data[].attributes.subject
scaffolds needed prior to assessment so students can filter through

# data[].attributes.headline
Assessments should flow along the same lines as the learning experiences...I guess. 

# data[].attributes.subject
Assessments should flow along the same lines as the learning experiences...I guess. 

# data[].attributes.headline
Assessments should not include new material

# data[].attributes.subject
Assessments should not include new material

# data[].attributes.headline
Assessment should allow students to demonstrate these things. 

# data[].attributes.subject
Assessment should allow students to demonstrate these things. 

# data[].attributes.headline
this feels like it applies more to lessons; like what percent of lessons should be new learning versus practice of taught skills 

# data[].attributes.subject
this feels like it applies more to lessons; like what percent of lessons should be new learning versus practice of taught skills 

# data[].attributes.headline
Assessment can start from a place of familiarity and build into more complex ideas.

# data[].attributes.subject
Assessment can start from a place of familiarity and build into more complex ideas.

# data[].attributes.headline
Assessments should not introduce new material 

# data[].attributes.subject
Assessments should not introduce new material 

# data[].attributes.headline
specific work on making connections with examples

# data[].attributes.subject
specific work on making connections with examples

# data[].attributes.headline
feel like the 'new material or ideas' should be changed to 'learned material or ideas' 

# data[].attributes.subject
feel like the 'new material or ideas' should be changed to 'learned material or ideas' 

# data[].attributes.headline
critical eyes on things that go before students

# data[].attributes.subject
critical eyes on things that go before students

# data[].attributes.headline
this feels like it relates most to rubrics for assessments 

# data[].attributes.subject
this feels like it relates most to rubrics for assessments 

# data[].attributes.headline
perfect practice makes perfect, :) i always say

# data[].attributes.subject
perfect practice makes perfect, :) i always say

# data[].attributes.headline
When possible multiple allow for multiple expressions of learning... spontaneously if possible.

# data[].attributes.subject
When possible multiple allow for multiple expressions of learning... spontaneously if possible.

# data[].attributes.headline
students will need different amounts of exposure to materials before requiring retrieval

# data[].attributes.subject
students will need different amounts of exposure to materials before requiring retrieval

# data[].attributes.headline
Assessments should be sensitive to the students' language levels 

# data[].attributes.subject
Assessments should be sensitive to the students' language levels 

# data[].attributes.headline
Assessments should stay away from exceptions to the rule.

# data[].attributes.subject
Assessments should stay away from exceptions to the rule.

# data[].attributes.headline
Practice should be intentional and designed around student needs.

# data[].attributes.subject
Practice should be intentional and designed around student needs.

# data[].attributes.headline
Assessments should use examples that can be reused in various questions 

# data[].attributes.subject
Assessments should use examples that can be reused in various questions 

# data[].attributes.headline
Don't trust teachers pay teachers just because

# data[].attributes.subject
Don't trust teachers pay teachers just because

# data[].attributes.headline
Various assessment types need to be used regularly.

# data[].attributes.subject
Various assessment types need to be used regularly.

# data[].attributes.headline
formative assessments are important part of learning 

# data[].attributes.subject
formative assessments are important part of learning 

# data[].attributes.headline
Students need to make mistakes, many, many times before they are assessed formally (summative)

# data[].attributes.subject
Students need to make mistakes, many, many times before they are assessed formally (summative)

# data[].attributes.headline
pre-assessments should be built into the trajectory of an assessment 

# data[].attributes.subject
pre-assessments should be built into the trajectory of an assessment 

# data[].attributes.headline
transferable skills that can be addressed in any context

# data[].attributes.subject
transferable skills that can be addressed in any context

# data[].attributes.headline
Students need to receive information through visual, auditory and hands on learning modalities to enhance the retrieval process.

# data[].attributes.subject
Students need to receive information through visual, auditory and hands on learning modalities to enhance the retrieval process.

# data[].attributes.headline
There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating.

# data[].attributes.subject
There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating.

# data[].attributes.headline
students have a choice in how they demonstrate their understanding 

# data[].attributes.subject
students have a choice in how they demonstrate their understanding 