1. Module 3.4

2.  Understand the value of structured learning  Discover what the role of the tutor is in developing knowledge structures  Learn techniques to improve students’ knowledge structures

3.  Researchers refer to the interconnected networks that store information in a person’s long-term memory as knowledge structures  A person’s ability to process information and solve problems depends on  The size of one’s knowledge structures  The number of connections between structures  The strength of connections between structures  The organization of relationships  Makes it easier to retrieve information and use it to solve unfamiliar problems

4.  More and stronger connections between pieces of information make it possible for a student to use one piece of the network to get the entire pattern  Assist the tutee in reinforcing the connections in their knowledge networks and forming new connections for new information

5.  Expert  Large, well organized networks with many strong connections between a variety of items stored in long- term memory  More adept at finding patterns and using them in new situations  Novice  May have large, unorganized networks with few connections of material in long-term memory  Less able to use old information for solving new problems

6.  Help tutees to move from their status as novice to expert in the way they learn  Work with the tutees to develop more sophisticate knowledge structures  Understand the basics of structure

7.  Develop background knowledge in the subject  Organize new information in whatever way works best  Review what the tutee has learned

8.  Give the tutee plenty of reading material  Adds to the number of pieces of knowledge the student has in short term memory  Move the information into long term memory by reviewing old materials often  Have tutees practice using the knowledge they have learned to solve new problems  This ensures connections between pieces of information are strong and helps students link new pieces of information to old in many ways

9.  Help the tutees learn to use several methods to help organize their knowledge  Some optional methods  Graphic organizers  Outlining  Summarizing information  Color/shape coding  Sound association  Grouping

10.  Ask tutees to summarize what they have read  Ask tutees to put information into their own words  Compare and contrast specific information  Apply old ideas to new situations  Strengthen old connections and create new ones within their knowledge structures

11.  Begin each session with a short review of old material  Present new material in small steps and provide an opportunity for the tutee to practice after each step  Give clear and detailed explanations and instructions

12.  Ask lots of questions and allow the student sufficient time to answer each one  Guide the student during the initial practice  Give frequent constructive feedback

13.  Remember that it is important to give tutees frequent opportunities to answer questions and explain the material in their own words  Gives opportunities to correct any misconceptions the student may have before those ideas are stored in the long term memory  Present material in small steps then check for understanding after each one

14.  Key to storing material is developing meaningful knowledge  Encourage students to use all available resources to help organize their knowledge  Create connections between old and new material  Strengthen connections that already exist

15.  What is the difference between an expert and a novice learner?  What are the three basic components of structuring learning? Explain.  What other things do you think encourage structured learning?