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Pam, I agree with the need to make more than a simple connection but a heartfelt connection to the learner. The learner and teacher can develop more trust if its a heartfelt connection. We need the trust of students to teach them to the best of our abilities.

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Cassie, I think in certain situations a student failing can actually help a student. Hopeful that drives and motivates them to do better. I do think it depends on the student though.

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Going with what Cassie said above, heart and knowing ones self contributes greatly to the academic side. I really feel it is tough to know God without truly knowing oneself.

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Cliff, I try to focus more on that human side because I want learning to mean something to the students. It feels that there are too many rules and procedures at times that take away from students making learning their own.

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TEAM---I'm sorry, somehow when I was moving the boxes around I deleted a comment that Nate left. Ugh, I don't remember which one it was. It was around Bruce's initial post.....ugh I tried to figure out how to get it back! Any help would be appreciated!
Sorry Nate and team members.

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Pam--I like how you distinguished between deep learning and increased learning.  There is a key difference with those, and that was a great insight.

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Cliff, you noted a lot of student centered connections that were great. I especially like the last one. Letting students fail is sort of my take-home on that.

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The learner being at the center of everything is active in both readings.

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Bruce I really like the way you look at the two different sides of CMU and Graham. The academic aspect vs the human side.
I lean a little bit more towards Graham in that I look to help students find their purpose but I agree the best way is finding a combination of the constructionist and what Graham goals about being the human side.

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All: Graham really emphasizes heart learning.  It seems fairly obvious because all of mention it.  We must be right on!

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I thought the biggest difference was b/n the academic aspect (CMU) vs. the human side (Graham). In the CMU model, there was a greater focus on the academic process and how students book learn. It was very much a constructionist view of learning and one that I very much use.

Graham focuses a lot on getting to the heart of the students and helping them realize their purpose. I think that this is awesome and is something that has to be intermixed with CMU. Reading this section reminded me of Lead for God's Sake by Todd Gongwer. I have read it with my coach's hat on but this made me really think of it in the classroom. Basically, it talks about how most of society has a hatchet (punish)/reward motivation system but the heart is often what is missing.

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Nate, what a great insight to highlight the need for relationship (with both God and others) through the learning process as highlighted by Graham, versus the individuality that comes out through CMU.

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I thought that the biggest similarities came from the concept of looking at the learner as an image of God/human. I made a chart comparing the main concepts from both. The two biggest overlaps came in these two areas:
CMU 1 - Prior Knowledge
Graham - Learning as Accepted True/Belief & Action/Role of Heredity & Env't

CMU 6 - Levels of Dev't
Graham - Image of God/Heart & Behavior/Belief & Action

These two areas really focus on the student know who they are and why they are here.

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Students knowledge and understanding of the truth can influence how they learn.
Students environment plays a big role in how students learn. Students environment can also be shaped.
Students making connections is needed for effective learning.
Letting students go through the develop phases can make them more effective.

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Graham: The learner is an image bearer of God This should affect our view of the learner.
Graham: The heart is the source of our behavior and learning must touch the learners heart.

CMU:
Believe that students motivation will determine their behavior.
Big focus on responses from teacher.

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Graham: The purpose of learning is to glorify God and accept truth as it is revealed by Him. We operate in a reality created by God. Wisdom involves learning the nature of this reality in relationship with God and others. The biblical idea of the heart is the source of behavior and is paramount in the learning process.
CMU gives both constuctivist (students create their own meaning connected to learning) and process mastery (students set goals and are motivated to master and apply skills and ideas to perform and achieve well) models. Behavior is a result of motivation.

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*a cohesive framework is necessary for learning and developmentally appropriate stages are important to teaching effectively
*rich learning occurs when students have authentic connections (like Pam observes here, as well)
* learning is a process (as Cassie notes, too)
*effective learning occurs when knowledge is integrated and applied
* instruction that does not account for the developmental stages, complexity and uniqueness of students is not effective
*effective instruction involves scaffolding information

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*focuses on heart learning (Graham)
*students internally come up with their motivations (CMU)
*Emphasis on feedback by instructors/parents (CMU

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*external influences shape life (good/bad)
*can change the learning environment for the positive
*students work through a process to become independent learners

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* increased learning occurs when students know the goals they are working towards (CMU) versus increased learning occurs when students have a heart (personal) connection) (Graham)
* Deep learning affects our behaviors and actions and what we accept/believe as truth (Graham) vs.  mastery is demonstrated through application and the ability to perform complex tasks

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* need for connections
* more heart connections, interest, engagement and application present, increases the desire to learn and understand
* many factors affect learning (like age, environment, and past experiences)
* skill application is important