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Suggestions and constructive criticism offer means to move students beyond their comfort zone into higher level processing.$$recO$$V$$Reco$$ParagrapDhA  Offer current practices as resources to ease the transition, but allow students to explore individual opportunities to excel beyond the norm.$$recO$$K$$Reco$$Paragrapni  Student centered approach to learning that emphasizes real world application and choice. The student plays an active role in the educational process.$$recO$$$$Reco$$Paragrappi   Learning takes place from a variety of contextual stimulation. Dual coding theory argues that combining verbal and nonverbal learning increases comprehension.$$recO$$F$$Reco$$ParagrapLh  Student engagement is fostered by choice and involvement in the learning process, so instruction needs to incorporate methods to include students in design.$$recO$$%$$Reco$$ParagrapNh  n Utilize instructional methods that target a variety of input strategies such as auditory, visual, and tactile.$$recO$$J$$Reco$$Paragrap@hP  It is just as important to provide resources as it is to instill inquisitive behavior. Provide the tools to perform needed inquiry$$recO$$$$Reco$$ParagrapFhA  Teachers must observe the progress of students in their education and development so that modifications where necessary can be made to facilitate success.$$recO$$w>$$Reco$$ParagrapH h,A  Individuals learn in different manners and it is important to customize the teaching strategies to the student while maintaining a high comprehension of the goal.$$recO$$ V$$Reco$$ParagrapJhVA  Linking understanding to practical applications offers a reason for engagement. Students perform at high levels when their products have a purpose beyond the classroom walls.$$recO$$$$Reco$$Paragrap (fk"B  Understanding is best exemplified when the products created have a purpose beyond the classroom. It also enables students to bring perspective to the topic that rote memorization disallows.$$recO$$(6$$Reco$$Paragrapf%^Buu t Assessments need to be created to analyze the understanding of the content and minimize the extraneous requirements.$$recO$$ނ$$Reco$$Paragrapf'BA q Utilize the information on the assessment to create further learning moments and not just as a static data point.$$recO$$R$$Reco$$Paragraph.i' A  Experiences help put learned material into context so that application becomes feasible. By being offered unique and diverse learning opportunities, students become independent, creative thinkers.$$recO$$.$$Reco$$Paragrapjh A  Understanding the role of information on a personal level and a global level increases the ability to apply the concepts to multiple systems.$$recO$$($$Reco$$ParagrapZf=VA  Schema theory argues that existing and new knowledge networks need to be integrated to increase comprehension. So, it is important to connect information to the relevant knowledge one already possess to allow the student to contextualizes.$$recO$$ZD^$$Reco$$Paragrape55  Cognitive load theory argues that working memory has a limited capacity that must be overcome or maximized with a diversity of learning strategies.$$recO$$$$Reco$$Paragrapf9B  Students will be able to observe and interact with their surroundings in a way that enables them to deduce, create, and assess.$$recO$$꽒$$Reco$$Paragrapf5B w Students will develop a zest for learning that creates a desire to continue inquiring and absorbing information always.$$recO$$1:$$Reco$$ParagrapfWB  Students will look into and beyond the systems around them and create explanations, understandings, ideas, and advances to enhance the global system.$$recO$$Xb$$Reco$$Paragrapez , mental or knowledge skills. Bloom's Taxonomy$$recO$$-$$Reco$$Paragrapel ! feelings or emotions in attitude.$$recO$$r$$Reco$$Paragrapze  physical skills.$$recO$$z:$$Reco$$ParagrapPhk 8 Mechanism for project / lesson development and analysis.$$recO$$$$Reco$$ParagrapRh M Look at the learners and the gap between current and intended knowledge base.$$recO$$$$Reco$$ParagrapThKK d Creation of the project considering desired outcomes and skills along with resources and strategies.$$recO$$(>$$Reco$$ParagrapVh G Structure and sequence of the learning activity and student assessment.$$recO$$9V$$Reco$$ParagrapXhw33 3 Issues that impact the actual process and activity.$$recO$$$$Reco$$ParagrapZh A Reflection of the project and achievement of intended objectives.$$recO$$@$$Reco$$Paragrap\hi  Rote memorization and recall.$$recO$$h$$Reco$$Paragrap^h D Understanding of meaning and ability to recreate in their own words.$$recO$$$$Reco$$Paragrap`h})) ) Apply learned material in unique methods.$$recO$$,$$Reco$$ParagrapbhAA < Critically interpret information, recognize inconsistencies.$$recO$$$$Reco$$Paragrapdh % Creation of new meaning or structure.$$recO$$}$$Reco$$Paragrapfh / Judgements about value of concepts or products.$$recO$$&$$Reco$$Paragraplh  l Individual challenges develop students character and desires as well as control their communal interactions.$$recO$$$$Reco$$Paragrape - aware of and selectively listens to phenomena$$recO$$$$Reco$$Paragrape * active participant who reacts to phenomena$$recO$$\,$$Reco$$Paragrape : value is individualized and centered on a particular thing$$recO$$`$$Reco$$Paragrapez  values arranges by priority$$recO$$$$Reco$$Paragrape  personal values guide actions$$recO$$66$$Reco$$Paragrape## # uses sensory clues to foster action$$recO$$$$Reco$$Paragrape 0 mental, physical, and emotional readiness to act$$recO$$$$Reco$$Paragrape , early stage learning that involves imitation$$recO$$(z$$Reco$$Paragrape  @ intermediate stage that involves some habit and some proficiency$$recO$$$$Reco$$Paragrapev  quick complicated movements$$recO$$F$$Reco$$Paragrape = well developed skills with ability to modify to special needs$$recO$$>$$Reco$$Paragrap e # creation of new moves for situation$$recO$$X$$Reco$$Paragrapew  Rote memorization and recall.$$recO$$K$$Reco$$Paragrape D Understanding of meaning and ability to recreate in their own words.$$recO$$f$$Reco$$Paragrape)) ) Apply learned material in unique methods.$$recO$$\$$Reco$$ParagrapeAA < Critically interpret information, recognize inconsistencies.$$recO$$A$$Reco$$Paragrape % Creation of new meaning or structure.$$recO$$8$$Reco$$ParagrapeB / Judgements about value of concepts or products.$$recO$$!$$Reco$$Paragrap8jKL   z  The purpose of this map is to illustrate the interrelatedness of teaching, learning, and technology as perceived by David Consalvi, while also providing information about the components involved. The map is best viewed in stages starting from the center with all subtopics hidden and expanded as you progress. To accomplish this, choose VIEW, then SUBTOPICS, and then HIDE ALL. From the diagram window, as you select the different nodes, you may expand them by clicking the nodes toggle button when available.$$recO$$$$Reco$$Paragrapfu2   Through resources such as the Internet and others, students can instantaneously interact with the global community and become proficient learners independent of the classroom.$$recO$$q:$$Reco$$Paragrapg-2 d This tool offers a standard to evaluate the role of technology in a lesson or activity. The three areas increase in complexity for the learner, but all offer beneficial outcomes when used appropriately. The goal of the educator however is to achieve as much use of the technology in the transforming level where students are exceeding their current levels.$$recO$$Σ$$Reco$$Paragrapg24: H Technology combined with organization and research skills can create unlimited learning potentials because of the wealth of information available. Students are no longer forced to manipulate outdated or incorrect data. 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