Experiential inference from educators to learners can enable them to learn and recall information effectively.  Having an ability to connect data points more profoundly can often be the balance between understanding and confusion. 

There is a profound level of significance that educators should recognize when accounting their learners' prior knowledge and relevance into learning and teaching schemes.  It is relative that educators recall, specifically, points within John Dewey's Experiential Learning Theory to guide learners to realize their experiential worth.  Learners can likewise begin to understand how to amply aplly and build upon what they already know.

Instructors can benefit significantly from making quality connections with learners. Customarily, as educators, we perform a variety of icebreaking techniques to allow learners to feel more comfortable.  However, I believe that "breaking the iceberg" is more essential because it is an ongoing process.  It enables learners to acquire positive learning experiences and to attain higher order thinking.  The affective domain for learning is paramount because if learners are uncomfortable in their learning environment, learning ceases at its onset.

Early preparation enables educators to have a sense of easy transfer of knowledge to learners.  Implementing steps, specifically following the syllabus to engage learning development and developing a checklist to stay on task, can alleviate tension from both the educator and students, thus making the learning experience pleasant and less daunting.  

The information provided in this particular module was beneficial and reiterative of my own course curriculum as a learner in nursing education.  The specific teaching points made me to realize how essential it is to amply apply the domains for learning (psychomotor, cognitive, and affective) when instructing.  This provides learners an opportunity to not only be successful during curriculum development but to be capable of learning throughout their career development.