{"id":316,"date":"2014-09-23T15:07:26","date_gmt":"2014-09-23T15:07:26","guid":{"rendered":"http:\/\/wildoutfitting.com\/testwp4920\/?p=125"},"modified":"2014-09-23T15:07:26","modified_gmt":"2014-09-23T15:07:26","slug":"teaching-principles-the-bakers-dozen-by-dayle-mazzarella","status":"publish","type":"post","link":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/","title":{"rendered":"Teaching Principles – The Baker’s Dozen by Dayle Mazzarella"},"content":{"rendered":"

The Baker\u2019s Dozen Rules of Basic Learning Theory<\/p>\n

<\/span><\/strong>1.\u00a0<\/span><\/span>Covering vs Teaching<\/span>\u00a0<\/span><\/span>= \u201cCognitive Overload.\u201d<\/p>\n

a. Teaching takes time. Covering ten items in a session teaches virtually nothing as a result of cognitive overload.<\/p>\n

b. Cognitive Overload occurs:
\n1. When we cover too much material in a session.
\n2. When we inject distractions; things that really add insignificantly to understanding but take up storage space in the brain.<\/p>\n

c. Our brain has a working memory of only 5-7 items at a time. Keep the items presented to a minimum. Working memory must be converted to long-term memory. The next 12 rules are much of what makes this conversion happen.<\/p>\n

2.\u00a0<\/span><\/span>Recency and Primacy.<\/span><\/p>\n

a. The first (primacy) and last (recency) items in a learning sequence are more likely to be remembered than items in the middle.<\/p>\n

b. Start and finish your learning sequence with the most important points.<\/p>\n

3.\u00a0<\/span><\/span>Distributed practice is far superior to massed practice<\/span>.
\na. It is better to practice 4 days a week for 30 minutes each day than it is to practice 1 day a week for 2 hours.<\/p>\n

4.\u00a0<\/span><\/span>Long-term memory takes place in the\u00a0<\/span>emotional\u00a0<\/span><\/strong><\/span>areas of the brain.<\/span><\/p>\n

a. To create long term memory, emotion must be present. Motivation is a big factor in creating long term memory.<\/p>\n

b. Start every lesson by setting the stage (See Part 3).<\/p>\n

c. Use humor, powerful analogies, and stories.<\/p>\n

d. Use Praise, Prompt, Leave Tactics (PPL). Keep it positive (See Part 2)!<\/p>\n

5.\u00a0<\/span><\/span>Virtually all long-term memory is hastened by association.<\/span><\/p>\n

a. Associate the new material with known material. Attach it to something!<\/p>\n

b. Analogies are important tools as are building on previous skills and knowledge.<\/p>\n

6.\u00a0<\/span><\/span>Organize teaching into \u201cchunks.\u201d<\/span><\/p>\n

The concept of \u201cchunking\u201d learning segments into smaller and similar content areas is important. For best results, sequential chunks should be related and similar. If a \u00a0lesson is about loops, refrain from throwing in a discussion of mends. Better yet, the ideal lesson will deal with the formation of narrow loops only. This would be the chunked learning segment. When it is mastered, the instructor could now add another learning segment dealing with the formation of wide loops. This is \u201cchunking\u201d. \u00a0Comparing and contrasting the tip paths of each is a very powerful tool to be used when going from one chunk to the next.<\/p>\n

7.\u00a0<\/span><\/span>Spiraling\u00a0<\/span><\/span><\/span>is the concept of revisiting\/reviewing previously learned material.<\/p>\n

Example: Every lesson should include a review of the initial pick up cast and the\u00a0formation of loops followed by a new learning segment.<\/p>\n

8.\u00a0<\/span><\/span>Staircasing is building future, more complicated, tasks or knowledge on a good foundation.<\/span><\/p>\n

Example: 90% of a candidate\u2019s likelihood of passing the casting portion of the CI or MCI exam is rooted in the ability to control basic loops. Basic loops are the foundation of further development. To practice the slack line casts before mastering loops is largely an exercise in futility.<\/p>\n

9. Combine #5, #6, #7 and #8 above and we get to\u00a0<\/span><\/span>Sequencing<\/span>.<\/p>\n

The order in which we teach new skills is of great importance. By teaching foundational skill (a) narrow loops, and then adding skill (b) wide loops, and then reviewing (a) narrow loops and (b) wide loops as a way of teaching (c) narrow and wide loops in successive casting strokes is an example of staircasing, spiraling, chunking and using association.<\/p>\n

10.\u00a0<\/span><\/span>Keep things simple.<\/span><\/p>\n

For #4 we could have written, \u201cIt is important to understand that the Amygdala, Hypothalamus, and Hippocampus are the primary organs responsible for long term memory while the Cerebellum and Neocortex play more minor roles.\u201d Instead, we wrote, \u201cLong term memory takes place in the emotional part of the brain.\u201d This isn\u2019t completely accurate in more ways than one, but everybody gets the idea! As a teaching tool, it is often far superior to get the point across than to be technically accurate.<\/p>\n

11.\u00a0<\/span><\/span>Repetition<\/span>.<\/p>\n

The typical person requires 7 repetitions in the proper context before he or she can commit a reasonable learning segment to long term memory. This is, of course, dependent on motivation, innate ability, and other factors. Distributing these repetitions over two or three learning episodes a few days apart accelerates the learning process. Also helpful is the use of structured practice discussed in Part 3.<\/p>\n

12.\u00a0<\/span><\/span>Whole – Part \u2013 Whole<\/span>.
\nBy demonstrating and explaining the entire cast we show the student the whole (explain and demonstrate), then we need to break it down into parts (See structured practice in Part 3). After the parts have been mastered, we put it together by smoothing out the transitions between the parts (See guided practice in Part 3). Thus we get back to the whole. Independent practice consolidates the whole (See Part 3).<\/p>\n

13.\u00a0<\/span><\/span>\u201cSay-See-Do\u201d or Trimodal Teaching<\/span>\u00a0<\/span><\/span>(From Fred Jones).<\/p>\n

Concerning ourselves with learning styles is a valuable goal. However, the idea that we need to develop different lessons dependent on a person\u2019s individual learning style has been rebuked by modern research. Instead, researchers have found that\u00a0<\/span><\/span>a lesson using all the senses more or less simultaneously works best for virtually all students<\/span>. The IFFF has long embraced, and rightly so, the need to consider audio, visual and kinesthetic modalities while instructing. As a result, the IFFF has promoted the idea of\u00a0Explain (auditory), Demonstrate (visual), \u201cNow you do it\u201d (kinesthetic), as a default\u00a0teaching methodology.<\/p>\n

By simply expanding the dynamic and methodology of the \u201cnow you do it\u201d, we have a very powerful teaching template. More of this will be discussed in the section on Lesson Plans and specifically in Structured Practice. Without Structured Practice, there is no \u2018Part\u2019 in \u201cWhole – Part – Whole\u201d.<\/p>\n

The main point here is that individualizing instruction based on the perceived dominant learning modality of the student, does not lead to increased achievement. As a matter of fact, it will lead to decreased results as it crowds out the use of superior methodology. Don\u2019t worry about separating the three modalities or discovering a student\u2019s learning modality preference. Simply teach by using all modalities simultaneously.<\/p>\n

The say-see-do lesson plan template in Part 3 takes advantage of all modalities.<\/p>\n

The 13 rules of basic learning theory combined with the information in the next two sections are what\u00a0guide instruction when optimal results matter!<\/p>\n","protected":false},"excerpt":{"rendered":"

The Baker\u2019s Dozen Rules of Basic Learning Theory 1.\u00a0Covering vs Teaching\u00a0= \u201cCognitive Overload.\u201d a. Teaching takes time. Covering ten items […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[12,13,11,14,9],"tags":[],"class_list":["post-316","post","type-post","status-publish","format-standard","hentry","category-dayle-mazzarella","category-exam-preparation","category-mentoring","category-referencematerial","category-teaching"],"yoast_head":"\nTeaching Principles - The Baker's Dozen by Dayle Mazzarella - MCI Study Group<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teaching Principles - The Baker's Dozen by Dayle Mazzarella - MCI Study Group\" \/>\n<meta property=\"og:description\" content=\"The Baker\u2019s Dozen Rules of Basic Learning Theory 1.\u00a0Covering vs Teaching\u00a0= \u201cCognitive Overload.\u201d a. Teaching takes time. Covering ten items […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/\" \/>\n<meta property=\"og:site_name\" content=\"MCI Study Group\" \/>\n<meta property=\"article:published_time\" content=\"2014-09-23T15:07:26+00:00\" \/>\n<meta name=\"author\" content=\"admin\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"admin\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/\",\"url\":\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/\",\"name\":\"Teaching Principles - The Baker's Dozen by Dayle Mazzarella - MCI Study Group\",\"isPartOf\":{\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/#website\"},\"datePublished\":\"2014-09-23T15:07:26+00:00\",\"author\":{\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/#\/schema\/person\/c6765de377de88183be990b8c3e33a30\"},\"breadcrumb\":{\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/mcistudygroup.com\/wordprest\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Teaching Principles – The Baker’s Dozen by Dayle Mazzarella\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/#website\",\"url\":\"https:\/\/mcistudygroup.com\/wordprest\/\",\"name\":\"MCI Study Group\",\"description\":\"Master Casting Instructor Study Group\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/mcistudygroup.com\/wordprest\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Person\",\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/#\/schema\/person\/c6765de377de88183be990b8c3e33a30\",\"name\":\"admin\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/mcistudygroup.com\/wordprest\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/cf6af3173533347f44293c04ced8b723?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/cf6af3173533347f44293c04ced8b723?s=96&d=mm&r=g\",\"caption\":\"admin\"},\"sameAs\":[\"https:\/\/mcistudygroup.com\/wordprest\"],\"url\":\"https:\/\/mcistudygroup.com\/wordprest\/author\/admin\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Teaching Principles - The Baker's Dozen by Dayle Mazzarella - MCI Study Group","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/","og_locale":"en_US","og_type":"article","og_title":"Teaching Principles - The Baker's Dozen by Dayle Mazzarella - MCI Study Group","og_description":"The Baker\u2019s Dozen Rules of Basic Learning Theory 1.\u00a0Covering vs Teaching\u00a0= \u201cCognitive Overload.\u201d a. Teaching takes time. Covering ten items […]","og_url":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/","og_site_name":"MCI Study Group","article_published_time":"2014-09-23T15:07:26+00:00","author":"admin","twitter_card":"summary_large_image","twitter_misc":{"Written by":"admin","Est. reading time":"5 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/","url":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/","name":"Teaching Principles - The Baker's Dozen by Dayle Mazzarella - MCI Study Group","isPartOf":{"@id":"https:\/\/mcistudygroup.com\/wordprest\/#website"},"datePublished":"2014-09-23T15:07:26+00:00","author":{"@id":"https:\/\/mcistudygroup.com\/wordprest\/#\/schema\/person\/c6765de377de88183be990b8c3e33a30"},"breadcrumb":{"@id":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/mcistudygroup.com\/wordprest\/2014\/09\/23\/teaching-principles-the-bakers-dozen-by-dayle-mazzarella\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/mcistudygroup.com\/wordprest\/"},{"@type":"ListItem","position":2,"name":"Teaching Principles – The Baker’s Dozen by Dayle Mazzarella"}]},{"@type":"WebSite","@id":"https:\/\/mcistudygroup.com\/wordprest\/#website","url":"https:\/\/mcistudygroup.com\/wordprest\/","name":"MCI Study Group","description":"Master Casting Instructor Study Group","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/mcistudygroup.com\/wordprest\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Person","@id":"https:\/\/mcistudygroup.com\/wordprest\/#\/schema\/person\/c6765de377de88183be990b8c3e33a30","name":"admin","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/mcistudygroup.com\/wordprest\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/cf6af3173533347f44293c04ced8b723?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/cf6af3173533347f44293c04ced8b723?s=96&d=mm&r=g","caption":"admin"},"sameAs":["https:\/\/mcistudygroup.com\/wordprest"],"url":"https:\/\/mcistudygroup.com\/wordprest\/author\/admin\/"}]}},"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/posts\/316","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/comments?post=316"}],"version-history":[{"count":0,"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/posts\/316\/revisions"}],"wp:attachment":[{"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/media?parent=316"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/categories?post=316"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mcistudygroup.com\/wordprest\/wp-json\/wp\/v2\/tags?post=316"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}