<strong>You’re as likely to get a job interview m</strong><strong>eeting 50% of job requirements as meeting 90% of them.</strong>

You may have seen stories before about how women in particular&nbsp;<a href="https://hbr.org/2014/08/why-women-dont-apply-for-jobs-unless-theyre-100-qualified">don’t apply for jobs unless they’re 100% qualified</a>. We wondered if they were on to something – maybe there’s gender discrimination at play and hiring managers look for women to meet more of the requirements. Turns out,&nbsp;<strong>our findings apply just as much to women as to men</strong>, and actually, <strong>for women, the chances of getting an interview start increasing as soon as you meet 30% of requirements</strong>.

<p>these are the 13 most important elements:</p> <ol> <li><a href="#real">Keep it real</a></li> <li><a href="#relevant">Make it relevant</a></li> <li><a href="#structure">Follow a structured approach</a></li> <li><a href="#plan">Plan and analyze before you build</a></li> <li><a href="#objectives">Keep the learning objectives and outcomes in mind</a></li> <li><a href="#story">Tell a story</a></li> <li><a href="#context">Provide accurate context</a></li> <li><a href="#nuance">Find nuance in the scenario</a></li> <li><a href="#choice">Consider scenario choices carefully</a></li> <li><a href="#sme">Collaborate with your subject matter experts</a></li> <li><a href="#learner">Collaborate with your actual learners</a></li> <li><a href="#challenge">Challenge your learners</a></li> <li><a href="#consequences">Let learners experience consequences</a></li></ol>

<h3>Use your objectives&nbsp;to drive the action in your scenarios</h3> <blockquote><p>Align your scenario with your objectives. An engaging scenario that doesn’t help learners practice relevant decisions tied to your objectives is a waste of time and resources. Use scenarios to provide learners with a realistic context where they can make choices. In a scenario, the main character’s goal often reflects achieving or demonstrating the learning objective. Use your objectives to drive the action in your scenarios.</p></blockquote> <p>— <span style="text-decoration: underline;"><a href="https://www.syniadlearning.com/">Christy Tucker</a></span></p>

That is: when students <span style="color: #000000;"><b>didn’t&nbsp;</b></span>review a particular set of facts, they could still reason with them — as long as they <strong>had practiced</strong> doing that kind of reasoning.

Although fact quizzes were beneficial for fact learning, they did not facilitate higher order learning, contrary to popular intuition based on Bloom’s taxonomy.

Contrary to popular intuition, building a foundation of factual knowledge via retrieval practice did not enhance students’ higher order learning. Instead, students’ final fact test and higher order test performance was greatest following retrieval practice that matched in cognitive complexity based on Bloom’s taxonomy: fact quizzes enhanced final fact test performance and higher order quizzes enhanced final higher order test performance. Retrieval practice increased learning by 20–30% under laboratory conditions with college students and also in an authentic K-12 classroom.

Why didn’t fact quizzes improve higher order learning in the present study, as many cognitive scientists and educators contend? First, students may have been unaware that information on fact quizzes was related to final higher order tests, thus they did not transfer their knowledge without explicit instructions to do so.

Mixed quizzes, comprising both fact and higher order questions, increased higher order test performance more than fact quizzes (in Experiment 2) and slightly more than higher order quizzes (in Experiment

If we want to reach the top of Bloom’s taxonomy, building a foundation of knowledge via fact-based retrieval practice may be less potent than engaging in higher order retrieval practice at the outset, a key finding for future research and classroom application.