Graphic Syllabus Design

1. Text

2. THE SYLLABUS as a Learning Device

4. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

5. Learning How to Learn Foundational Knowledge Caring Application Human Dimension Integration A Taxonomy of Significant Learning

6. Four Elements to Learning Situational Factors Learning Goals Feedback and Assessment Teaching/Learning Activities

7. Learning Goals Teaching & Learning Activities Feedback & Assessment Situational Factors

8. We learn better from words and pictures together than from words or pictures alone.

9. Graphic elements break up blocks of text. . . .

10. “Graphics convey information more efficiently than text. They are more efficient in that they require less working memory and fewer cognitive transformations than text. . . .Graphics work so economically because of what Larkin and Simon (1987) call “perceptual enhancement,” which means they communicate information on two levels at once: through their individual elements and through the spatial arrangement of those elements.” Nilson, The Graphic Syllabus and the Outcomes Map, 19.

11. Graphics Elements Efficient Memorable

12. Selective perception CONTRAST

13. Pattern recognition. . .

20. Selective perception Pattern recognition. . .

21. Learning styles: visual, global, spatial

22. Two memory systems: semantic & episodic verbal & visual-spatial

23. Retained better and longer Retrieved more easily

24. Graphics Elements Efficient Memorable

25. We see the whole picture at once. . .

26. Learning styles. . . Verbal & visual-spatial memory systems Retained and retrieved, Provide a global picture.