Page 115 - International Journal of Process Educaiton (Special Issue)

also appeared in the 1995 Teaching institute handbook in a variety of student curricula in order to give students the
(Apple) as a way to help faculty understand and improve key to improving their own learning. In Quantitative Rea-
their skills with respect to design of learning activities, soning and Problem Solving, activity 1.1 is “The Learn-
facilitating student learning experiences, and improving ing Process Methodology” and offers an extended model
student learning through the practice of assessment and of using the LPM to learning to multiply and divide frac-
mentoring. The LPM was fully integrated into the processes tions (Ellis, Apple, Watts, Hintze, Teeguarden, Cappetta &
of activity design, assessment, and facilitation, and was Burke, 2014). See Figure 2 for an excerpt. Both Founda-
linked with the concept of learning skills as presented tions of Learning (Redfield & Hurley Lawrence, 2009) and
in A Classification of Learning Skills for Educational Learning to Learn: Becoming a Self-Grower (Apple, Mor-
Enhancement and Enrichment (Apple, 1997) and in the gan & Hintze, 2013) explicitly teach the Learning Process
1998 Teaching institute handbook (Apple & Krumsieg). Methodology, not only offering discussion of each step but
extensive modeling of the use of the LPM by someone
The Curriculum Design Institute Handbook (Apple & else. In addition, students are challenged to assess the use
Krumsieg, 2001) focused more specifically on design, of the LPM in one model. There is a learning object that
offering the LPM to faculty to help them create learning echoes these models available at www.pcrest.com/LO/LPM.
activities and Process Education courses. The LPM was
used to create an activity design methodology aligned with Looking Forward
a course design methodology. These methodologies were
used to develop activity books modeled after the activity The Faculty Guidebook module, Learning Process
templates offered in the handbook. As of 2015, Pacific Methodology (Leise, 2007) connected the LPM research
Crest has published more than 50 texts and activity books with other research in the Guidebook. The template and
using this LPM in the development process and as a guide interpretation of how best to support the steps of the
for the basic layout and design of the activities. The impact LPM continue to be advanced. For example, during an
of the LPM on activity design extends far beyond curricula activity, when one lists prerequisite knowledge, brain-
created by Pacific Crest. For example, a community of based research (see especially Maguire, Frith and Morris,
chemists who oversaw the design and development of 1999) recommends activating prior knowledge in order to
Process-Oriented Guided-Inquiry Learning (POGIL) increase comprehension. This strategy was incorporated in
activities used the LPM as their base, integrating 10 of the Quantitative Reasoning and Problem Solving with a new
LPM’s 14 steps (1, 3, 4, 6, 7, 9, 10, 11, 12, 13) into the section activity called "What Do You Already Know?"
POGIL activity template (POGIL, 2015). which prompts students to explore both the potential
richness and boundaries of their prior knowledge (Ellis,
The LPM in Student Hands Apple, Watts, Hintze, Teeguarden, Cappetta & Burke,
2014); see Figure 3. See the section Research-Based Best
Not only does the LPM form the basis for design of learn- Practices for more on activating prior knowledge.
ing activities, the methodology itself is offered to learners

Figure 3 Activity 2.3, Evaluating a Formula in Quantitative Reasoning and Problem Solving

Note that a simple listing of prerequisite knowledge (as opposed to activating that knowledge) for this section might
read as:

Students should be familiar with using and evaluating formulas and the Order of Operations.

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