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Harriet,
I like your comment about the differences about CMU being geared more to reaching the highest forms of learning and Graham more about developing the whole person academically and spiritually. In Graham's eyes, it would be more beneficial for us to have a student that is at a good level of academics and faith, rather than just one or the other. Contrasting a bit from CMU.

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Kaitlyn,
I am reading UbD for 504 also, and I have seen great connections and application possibility with Graham and incorporating his beliefs of developing our learners as images of God. I especially found the connection between the 6 Facets and UbD similar in ways to Grahams Learning Principles.

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For another course I read Redefining Smart and it takes discussion of the heart one step further. Although it is written from a humanist point of view, the author stresses the importance of the heart in teaching and learning, but not just metaphorically. According to research, one's mood is reflected in heart rate variability and either erratic or coherent rhythm patterns. Most astounding to me was the assertion that this rhythm pattern creates a magnetic field that can affect other people that you are in physical proximity to.

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Harriette and Ryan, I like how you emphasized the concept of teaching our students as whole beings and on unity.

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Tanner, I am reading about Understanding by Design for another class. That book focuses on keeping students engaged. I agree that we don't want to bore our students, so we want to keep them purposely engaged in an effective manner. The key is effective engagement and not falling into the trap of just trying to entertain our students.

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Harriette, I liked how you name the difference between them as being research-based verses a philosophical viewpoint.

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Harriette, great job naming

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Tanner, to build on your thoughts about our students being able to retain information. I do think both lists speak to developing our learners to being able to apply what they have learned. As educators, we need to use our teachers to develop the big ideas into our students and I believe that will be what help them with the application of items they have learned.

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Harriette and Tanner, I completely agree and noticed that as well. CMU goes into much greater detail and data as compared to Graham who is looking at developing the learner as an image of God and the full heart of them. I also noticed that Graham speaks more about behaviors and our actions, and CMU looks more at applications and results from them. I feel like Graham wants us to live out our learners and realize that our actions have consequences both good and bad, and CMU is looking more at proof of knowledge and understanding.

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Differences - The biggest difference that I saw, to add on to others, was the difference between a faith based approach to learning and a more secular individual approach. CMU seems to be geared towards more specific development of the learner, while Graham is focusing on the individual as a whole image and creation of God.

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Heredity and environment play significant roles as stated by Graham and CMU also states that past experiences, prior knowledge, and our daily life have a huge impact on the learner.  Our beliefs direct our actions by Graham and self-directed learners and students' motivation by CMU tie together nicely. Students who are motivated intrinsically and are driven are more likely to be successful learners.

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Difference: Building upon what Tanner said, CMU's list continually refers to "mastery", "new knowledge," specific targets and technical details.  It makes sense because its principles are research-based and therefore link to quantifiable data sets.  In contrast, Graham is coming from a philosophical standpoint that does not get into specific aspects of teacher as technician.  Graham's outline serves a different purpose, but the lists are not necessarily in opposition to one another.

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I agree with you, Tanner.  Both sources have the learner in an active and responsible position rather than a passive and determined one. When students are interested, they will put themselves into the learning rather than disengaging from it.

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I agree with you Kaitlyn that CMU seemed to be focus on aspect, where Graham seem to be much more broader. I believe as educators is that we need to find that balance to help students use their heart as the source of who they are as well as help them be driven to be successful and go to college or whatever they want to do.

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I thought for CMU that they focused on the individual student and how to better and mold their habits for the future whether it was for the college life or something else. Graham, I believe was more about being a well rounded person, and building that foundation, and letting the rest take care of it self.

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What I found common, I don't know if anyone else thought this way, but I thought they both could agree on that we as educators need to find ways to spark the students interest so the information sinks in. I know I have forgotten a quite a bit of what my teachers taught me because it was so boring. We as educators have to try and keep every day as interesting as possible so our students can learn and have it stick in their long term memory. Now obviously not everything we teach will our students remember, but the more we can help them the better off they will be.

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Like Kaitlyn, I like the way Graham uses "heart" as a core concept instead of students being called "also social and emotional beings."  The emphasis in Graham is on unity rather than parts and aspects in CMU.

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Subtle Difference: Graham's point about the dynamic interaction between beliefs and actions (practices) has some parallel to the CMU point about student self-monitoring (point 7) and metacognition.  However, the CMU statements have a bias towards cognition to be the highest form of learning. Graham is more open to things we do affecting our thinking for good or ill.

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When CMU talks about prior knowledge helping or hindering, it also relates to the question of environment in which a child has been raised.

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Overall, it seems like the biggest differences between Graham and CMU has to do with seeing students who are image bearers of Christ. Graham's principles clearly includes the eternal perspective and purpose. Whereas CMU sticks to a secular one.

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Similarity: Graham says that heredity and environment play a significant role in learning. CMU also states the the "social, emotional, and intellectual climate" of a course impacts how a student learns.

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Difference: CMU claims that motivations is what influences what students learn and how they respond.  Graham says that the heart is the source of our behavior.  Initially, it may seem like these two things are the same; however, they are slightly different.  Motivation can be intrinsic or extrinsic.  The heart is the source of who we are.  It is something solely within us.