International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

The Take-Away Technique for Increasing Higher Order Learning and Achievement
James Carifio

Take-Aways are the key messages and meanings learners derive from presentations and learning interactions of all kinds. Cognitive learning theory Take-Aways are not prescriptive; rather they are extracted and constructed by the learner at the conclusion (backend) of a learning session. Little research has been done on how the backend of the learning process concludes for the learner. This article describes the Take-Away Technique and the learning theory upon which it is based and summarizes the results of 3 exploratory studies of the technique done at the high school, undergraduate and graduate level using science and social science content. In all three studies the Take-Away Technique significantly increased higher order achievement independent of aptitude and writing ability levels, as predicted, and 73% of the students across the three studies reported that the technique improved their comprehension and retention of the content studied as well as their studying and expressive skills, again as predicted.

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