[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-190871-105":53,"doc-detail-190871-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","learning-principles-learning-strategies","Learning Principles - Learning Strategies","","Learning Principles outlines practical learning strategies for improving comprehension and retention. It explains how chunking supports understanding through reorganizing information, how frames (Type 1 and Type 2) guide learners to complete structured grids, and how concept maps create a relational big-picture view. The document also covers advance organizers that connect prior learning to new material, plus rehearsal, imagery, mnemonics, and metaphor/analogy/simile techniques to strengthen knowledge connections.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/learning-principles-learning-strategies/190871/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/learning-principles-learning-strategies/190871.png","ImageObject",442,249,{"name":88,"@type":89},"Cart","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-04","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is chunking and how does it help learners?","Question",{"text":109,"@type":110},"Chunking uses rational ordering and classification to prepare information for further processing. Re-chunking supports comprehension by reorganizing how learners process content.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do frames work in learning activities?",{"text":114,"@type":110},"Frames are matrix or grid structures where learners fill in or add information. Type 1 frames are labeled with concepts or relationships, while Type 2 frames are guided by a principle requiring logical use to complete slots.",{"name":116,"@type":107,"acceptedAnswer":117},"What are advance organizers and when should they be used?",{"text":118,"@type":110},"Advance organizers are brief abstract passages that connect prior learning to new material, often including a short outline of what will come. They must be created by a teacher or designer.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},190871,1788405331,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":126,"read_time":73},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Strategy | Description | Example/Reference |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Chunking | Rational ordering, classifying, or arranging of information Prepare for further processing. When we re-chunk, we facilitate comprehension . | • Linear/spatial: spatial, narrative, procedure, expository\u003Cbr>• Classification: taxonomy, typology, sorting (alike/unlike, cause-effect, forms & functions, advantages/disadvantages) |  |  |  |  |  |  |  |\n| Frames,\u003Cbr>Type 1 | Matrix or grid labeled with names of concepts, categories or relationships . Learners can complete or add information . |  |  | Problem of |  |  | Action | Results |  |\n|  |  |  | \\#1 |  |  |  |  |  |  |\n|  |  |  | \\#2 |  |  |  |  |  |  |\n|  |  |  | \\#3 |  |  |  |  |  |  |\n|  |  | Problem Frame |  |  |  |  |  |  |  |\n| Frames,\u003Cbr>Type 2 | Matrix or grid that is guided by a principle that requires learner use logic to fill information into slots . |  |  |  | Religion | Structures |  | Style elements |  |\n|  |  |  | Africa |  |  |  |  |  |  |\n|  |  |  | Middle East |  |  |  |  |  |  |\n|  |  |  | Far\u003Cbr>East |  |  |  |  |  |  |\n|  |  |  | N.\u003Cbr>America |  |  |  |  |  |  |\n|  |  | Non-Western Art |  |  |  |  |  |  |  |\n| Concept Maps | Arrangement of concepts into a relational presentation . Lines are drawn between related concepts and reveal a structural pattern; a BIG picture . | What are concept maps? -[http://olc.spsd.sk.ca/de/pd/instr/strats/concep](http://olc.spsd.sk.ca/de/pd/instr/strats/concep)[tmap/index.html](tmap/index.html)\u003Cbr>A period Table of Visualization[http://www.visual](http://www.visual)[literacy.org/periodic_table/periodic_tab](literacy.org/periodic_table/periodic_tab)[le.html](le.html) |  |  |  |  |  |  |  |\n| Advance Organizers | Brief, abstract passage that helps to connect prior learning to new material. Includes a brief outline of new material. Must be created by teacher or designer . | Creating and using advance organizers[http://www. netnet.org/instructors/desi](http://www. netnet.org/instructors/desi)[gn/goalsobjectives/advance.ht](gn/goalsobjectives/advance.ht)m |  |  |  |  |  |  |  |\n\n\n| Strategy | Description | Example/Reference |\n| --- | --- | --- |\n| Metaphor2 Analogy3 Simile4 | Transpose meaning from one idea, concept, procedure, or event to another . Help to make connections among knowledge pools . Metaphors are similar to AOs but less definitive and detailed. | Examples by theme,\u003Cbr>[http://www.metaphorsandsimiles.com/](http://www.metaphorsandsimiles.com/) |\n| Rehearsal | Study or comprehension strategy: reviewing, answering questions, predicting, summarizing. | Twelve Active Learning Strategies [http://www1.umn.edu/ohr/teachlearn/tutorials](http://www1.umn.edu/ohr/teachlearn/tutorials)[ ](http://www1.umn.edu/ohr/teachlearn/tutorials)[/powerpoint/learning/index.html](/powerpoint/learning/index.html) |\n| Imagery | Mental visualization of objects, events, and arrays, Major device for storing knowledge in mind. | CreatingAnimationsinPowerPointtoSupportStudent LearningandEngagement[http://www.educause.edu/EDUCAUSE+Quarterly/EDUC](http://www.educause.edu/EDUCAUSE+Quarterly/EDUC)AUSEQuarterlyMagazineVolum/CreatingAnimationsinPowerPoint/192966 |\n| Mnemonics | Artificial memory aids: letter coding, keyword, chain . | Mnemonics by discipline [http://www.eudesign.com/mnems/_m](http://www.eudesign.com/mnems/_m)[nframe.htm](nframe.htm) |","cbCaiemyXyQtcBBd","https://ap.wps.com/l/cbCaiemyXyQtcBBd","pdf",120333,"English","# Chunking\n# Frames (Type 1, Type 2)\n# Concept Maps\n# Advance Organizers\n# Metaphor, Analogy, Simile\n# Rehearsal\n# Imagery\n# Mnemonics","[{\"question\":\"What is chunking and how does it help learners?\",\"answer\":\"Chunking uses rational ordering and classification to prepare information for further processing. Re-chunking supports comprehension by reorganizing how learners process content.\"},{\"question\":\"How do frames work in learning activities?\",\"answer\":\"Frames are matrix or grid structures where learners fill in or add information. Type 1 frames are labeled with concepts or relationships, while Type 2 frames are guided by a principle requiring logical use to complete slots.\"},{\"question\":\"What are advance organizers and when should they be used?\",\"answer\":\"Advance organizers are brief abstract passages that connect prior learning to new material, often including a short outline of what will come. They must be created by a teacher or designer.\"}]","Learning Principles - Learning Strategies | PDF"]