Editing Active learning (section)

==== Maxim II: Make and use associations ====
* Promoting chunking: collecting information into organized units (Brown, Roediger, & McDaniel, 2014; Mayer & Moreno, 2003)
* Building on prior associations: connecting new information to previously stored information (Bransford, Brown, & Cocking, 2000; Glenberg & Robertson, 1999; Mayer, 2001)
* Presenting foundational material first: providing basic information as a structural "spine" onto which new information can be attached (Bransford, Brown, & Cocking, 2000; Wandersee, Mintzes, & Novak, 1994)
* Exploiting appropriate examples: offering examples of the same idea in multiple contexts (Hakel & Halpern, 2005)
* Relying on principles, not rote: explicitly characterizing the dimensions, factors or mechanisms that underlie a phenomenon (Kozma & Russell, 1997; Bransford, Brown, & Cocking, 2000)
* Creating associative chaining: sequencing chunks of information into stories (Bower & Clark, 1969; Graeser, Olde, & Klettke, 2002)
* Using spaced practice: spreading learning out over time (Brown, Roediger, & McDaniel, 2014; Cepeda et al., 2006, 2008; Cull, 2000)
* Establishing different contexts: associating material with a variety of settings (Hakel & Halpern, 2005; Van Merrienboer et al., 2006)
* Avoiding interference: incorporating distinctive retrieval cues to avoid confusion (Adams, 1967; Anderson & Neely, 1996)

Active learning typically draws on combinations of these principles. For example, a well-run debate will draw on virtually all, with the exceptions of dual coding, interleaving, and spaced practice. In contrast, passively listening to a lecture rarely draws on any.