Abstract
This article elaborates on the active ingredients and theory of change used to explain an innovative model of teaching and learning called MISSAL. MISSAL is an abbreviation for Meaningful Instruction, Social, Self-Regulated, and Active Learning. This learning intervention is in the third year of research and development. Drawing upon prior scholarly investigations on brain-based learning and various instructional strategies, the active ingredients of this framework are summarized. Using a sample of 12 undergraduate social work students, I examined to what extent the MISSAL approach facilitates short- and long-term knowledge retention and recall of acquired learning, successful exam performance, and learning gains among students enrolled in a content-intensive course. Findings of this preliminary investigation are hopeful. Implications for the higher education sector and future research are discussed.