{"id":2103,"date":"2020-11-17T02:55:00","date_gmt":"2020-11-17T02:55:00","guid":{"rendered":"https:\/\/course.oeru.org\/nzext101\/?page_id=2103"},"modified":"2020-11-17T02:55:00","modified_gmt":"2020-11-17T02:55:00","slug":"organising-knowledge","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/nzext101\/learning-pathways\/teacher-for-learning\/organising-knowledge\/","title":{"rendered":"Organising knowledge"},"content":{"rendered":"
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\"Cardboard<\/a><\/div>\n\n\n\n\n
\u201c\n<\/td>\n Organising is what you do before you do something, so that when you do it, it is not all mixed up.\n<\/td>\n \u201d\n<\/td>\n<\/tr>\n
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\u2014A. A. Milne<\/cite><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


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Organising knowledge<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
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\"T4L<\/a><\/div>\n

The way we present information and how we subsequently categorise new knowledge can make dramatic differences in our students\u2019 learning. We can help learners to make sense of new information by being explicit about how we suggest information fits with prior knowledge.
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\nPlay this game that shows how organisation matters (modified from: Fink, D. (2015). Creating significant learning experiences. STLHE, Vancouver)\n<\/p>\n

1. Count all the vowels (a, e, i, o, u; upper or lower case) in this list:\n<\/p>\n