Both Graham and the educational researchers speak to the influence of environment in helping or hindering learning. 

Both lists talk about acting on acquired knowledge. They seem to say that acquiring knowledge is important but then also knowing how and when to apply that knowledge is key. 

Both lists talk about environment and how a positive environment can have a positive impact on learning. Also, a negative environment can have a negative impact on learning. 

Both lists also seemed to be talking about the importance of self-actualized learning. Whether this is based on motives from the heart or to improve performance, both lists seem to promote the idea of reaching one’s highest potential.

The educational researchers don’t seem to view learning as more than intellectual storage or assent. Graham, however, says learning is accepting something as truth, committing to it at the heart level, and acting on what has been learned. 

Graham speaks to the effect of a person’s beliefs on their actions which in turn create opportunities for gaining new information that will impact beliefs. The educational researchers don’t mention anything about a belief systems and its impact on learning. 

Graham mentions the impact of heredity on learning. The educational researchers do not mention this directly, however, one could argue that it is implied. fal�VG��

Both sources express the importance of taking action in what students learn. Grahm explains that actions are a result of our beliefs. Authors form Carnegie state that must practice tasks after they acquire skills and knowledge.

Both sources call for the learner to be active. Students learn when they experience something and are able to apply it to their previous understandings. Grahm explains that actions are a result of our beliefs but we also gain beliefs by the consequences of our actions. Authors from Carnegie explain that student work must be practiced and then receive feedback where students are able to progress in the desired direction.

Both Grahm and Carnegie discuss the effects of the environment and the effects that it can make on a student’s development in multiple areas. This can then effect their success in the classroom or how they interact with others. ��љ�Z�L

Both sources express the importance of taking action in what students learn. Grahm explains that actions are a result of our beliefs. Authors form Carnegie state that must practice tasks after they acquire skills and knowledge.

Both sources call for the learner to be active. Students learn when they experience something and are able to apply it to their previous understandings. Grahm explains that actions are a result of our beliefs but we also gain beliefs by the consequences of our actions. Authors from Carnegie explain that student work must be practiced and then receive feedback where students are able to progress in the desired direction.

Both Grahm and Carnegie discuss the effects of the environment and the effects that it can make on a student’s development in multiple areas. This can then effect their success in the classroom or how they interact with others. ��љ�Z�L

Both sources discuss the importance of quality environments.

Both sources also discuss the need to be involved in the learning process, although Graham seems to be much clearer about getting past the passiveness in education than the CMU reading. 
-Jander

The CMU source seems like a bunch of separate ideas, Graham is a holistic approach. While the CMU ideas are important, they seem isolated and lacking on their own after reading from Graham. Graham’s approach gives us as educators an understanding of “why” the ideas are important (beyond the fact that they help the student learn). 
-Jander

Kailee, I'm glad you brought up that book. I found that extremely impactful (and scary)! I find this has major implications when reviewing the sources. When I read them, while CMU has merit and is accurate, I find Graham's has a sense of purpose and REAL merit because it's grounded in who we are, not just how we work.
I think this can apply to us in our use of resources in the classroom. I think we often quickly adopt texts/sources that are accurate and even excellent; however, miss the biblical worldview framework that should wrap in and through everything we do with our students. - Jander

While Graham mentions that actions result from our beliefs, I was glad that he mentioned that actions have consequences to our beliefs as well. I was reminded of the importance of active learning in this case and something I read (I think it was from Tim Keller). The author mentioned that although we need nutrition and carbs to do exercise, eating a massive meal does not motivate you to go for a long run after your last bite. However, often we have a massive appetite after finishing a long run. He mentioned that the same applies to living out our lives as Christians. If we sit and focus on developing our beliefs/understanding, we might just remain "seated." However, if we get out and do, we often gain an appetite to learn about what we've just taken part in. - Jander -

But it only seems wholistic to us who come from a biblical framework. I find it interesting (but not surprising) that almost every post on this padlet that recognizes differences comes at it from "CMU is different than Graham." As in, Graham is the foundation, it can't be wrong...
-Jander-