· 13.1 What is the essential thinking undergirding the Whole–Part–Whole Learning Model?

· 13.2 Why is the Whole–Part–Whole Learning Model particularly helpful in planning adult learning?

· 13.3 Based on personal experience, report on a learning experience that did not honor the Whole–Part–Whole Learning Model and discuss what changes would need to be made to make it conform.

· 13.4 Based on differing content and objectives, what are some of the variations in the Whole–Part–Whole Learning Model?

· 13.5 Discuss why some educators end up almost totally fixated on the "parts" while others are fixated on the "whole."