The Learning Hub Blog

In the previous post, we explored why Chunk–Process–Record (CPR) is essential for keeping cognitive engagement alive and for building the knowledge students need before meaningful discovery can occur....

One of the most persistent challenges in classrooms is not motivation or compliance—it is cognition. Students may appear attentive, compliant, and busy, yet still fail to develop the durable knowledge...

Last week’s theory blog focused on a critical shift: learning is not strengthened by clarity alone, but by what learners are required to generate from memory. Students can watch, listen, and nod along...

Teachers do not need to overhaul entire units to begin applying concepts to drive cognitive engagement. Small, deliberate shifts can immediately create more “thinking space” for your learners. Below i...

Teachers regularly design learning experiences with the hope that students will think deeply about new ideas, make meaning, and extend their abilities. Yet students often disengage not because they ar...

Teachers and students often interpret their struggle with content as a sign that something isn’t working. Maybe the directions weren’t clear enough, the task was too complex, or the scaffolds were ins...

Teachers often equate a quiet, compliant, and industrious classroom with learning. Students appear attentive, complete their work, and respond when called on. These contribute to a well-managed classr...

“Most of what we learn meaningfully is not lost but transformed.” — David P. Ausubel, The Psychology of Meaningful Verbal Learning (1963)

When David Ausubel introduced his theory of meaningful ve...