Resources

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Powerful Tools

The three diagrams below enable students to harness the power of their thinking abilities and maximize their learning potential.  Learners will improve their thinking, learning and academic outcomes in all academic domains, subjects, environments and tasks.  Preview both diagrams, read about their utility and request your own free PDF version of each diagram.

Begin the rewarding process of transforming good students into great learners!

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The newest version of ThinkWell-LearnWell Diagram adds the concept of valuation to help learners and educators attribute tangible values to the thinking skills students employ. Valuation is the process of determining what something is worth. It is primarily used in the financial sector, but is applicable to academics as well.

Educators assign explicit value to their tasks in the form of letter and numerical grades. Teachers’ grades not only communicate the degree to which students have learned content, they also function as valuation statements about the ways students have exercised their thinking. Students can use this diagram to ensure that the values they place on their thinking and learning are aligned with their teacher’s values.

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The ThinkWell-LearnWell™ Diagram (TLD) is a metacognitive tool that helps educators create the conditions for critical thinking and deep learning, while also enabling students to independently exercise their thinking skills and deepen their learning outcomes.
The TLD is the keystone of The LearnWell Projects’ academic success approach. It enhances the interaction between educators and their students, and it intensifies students’ interaction with academic content. Since being made available 2012, the diagram has quickly become a useful resource for thousands of colleges, universities and K-12 institutions throughout the world.

Whether you are a student or an educator who works with students, using the TLD will ensure that students emerge as efficient and productive learners! Below are some of the ways the diagram is used:

In-class educators — professors, instructors, and teachers — use the diagram to do the following:

  • Form explicit learning outcomes for their syllabi and course descriptions.
  • Move beyond simply managing the content in their instructional practices to directing students in ways of thinking about the content.
  • Precisely diagnose and remedy students’ learning problems.

Out-of-class educators — learning assistance professionals, tutors, supplemental instructors, and parents – use the diagram to do the following:

  • Increase students’ metacognitive skills, in addition to content knowledge.
  • Transition students to deep, meaningful processing of academic content.
  • Improve overall consistency and performance in academic tasks.

Students credit the diagram with enabling them to do the following:

  • Figure out their course and task outcomes and align their outcomes accordingly
  • Move beyond vague notions of “knowing” to producing precise outcome(s) while studying.
  • More accurately assess the sufficiency of their knowledge before they are required to demonstrate that knowledge on exams, papers and projects.
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The newly created Learning Sufficiency Diagram (LSD) is a metacognitive tool that provides a window into learners’ minds as they establish learning goals, calibrate knowledge metrics, and generate knowledge confirmations.

The ThinkWell-LearnWell Diagram™ is a knowledge converter; the LSD provides a mental representation of the factors involved in the conversion process. Using this diagram enables students to understand more clearly the interdependent relationships among their learning metrics, confirmations, and outcomes.

The Learning Sufficiency Diagram:

  • Enables learners to efficiently sift through the morass of metrics and confirmations that are triggered during learning activities.
  • Provides a framework for learners to deliberately adjust their metrics and confirmations to produce more useful outcomes.
  • Sensitizes learners to key moments when they transition to different levels of interaction.
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