Skip to content

LEARNING DESIGN by Paul G Moss

hypotheses

Learning design
Research
Cognitive load
Memory
Incremental Design
English resource
Feedback
Writing
Poetry
Revision
Behaviour Management
High Expectations
Progressive Teaching
Pedagogy Watchdog
CPD
Homework
Observation

listening is harder than it sounds

June 2, 2014 paulgmoss emotional intelligence, professional development, student voice Leave a comment

listening is harder than it sounds

listening to students, listening to staff. Teaching listening is soooo important

Share this:

Twitter
Facebook
LinkedIn
Tumblr

Like this:

Like Loading...

Related

leadership

Post navigation

Previous Post: walk the walk, don’t just talk the talk

Next Post: http://www.edutopia.org/blog/myths-that-undermine-educational-effectiveness-mark-phillips

Leave a Reply Cancel reply

Enter your comment here...

Fill in your details below or click an icon to log in:

Email (required) (Address never made public)

Name (required)

Website

You are commenting using your WordPress.com account. ( Log Out / Change )

You are commenting using your Facebook account. ( Log Out / Change )

Connecting to %s

Notify me of new comments via email.

Notify me of new posts via email.

Δ

Search for:

Recent Posts

Do students read course readings? Mostly NOT! Generative AI to the rescue April 7, 2023
Helping students distribute group work evenly March 25, 2023
Chunking as a pedagogy February 13, 2023
Group work formation: equal cognitive ability or not? February 6, 2023
Group formation – Peer parity vs diversity – part 1 February 3, 2023
Group formation – the role of gender identity February 1, 2023
Getting students to buy into group member evaluation January 15, 2023
Thinking about the settings in a tech-based group member evaluation tool January 15, 2023
Leveraging technology in group member evaluation tasks January 12, 2023
Why use group member evaluation? January 12, 2023
Task distribution scaffolds January 11, 2023
Strengthening Group Member Evaluation pedagogy using Reflection January 6, 2023
Preparing students for group member evaluation – part 2 – teaching constructive feedback January 6, 2023
Possible rubric criteria for group member evaluations: Self-awareness and emotional intelligence January 5, 2023
Possible rubric criteria for group member evaluations: Career readiness January 5, 2023
Possible rubric criteria for group member evaluations: Communication skills January 5, 2023
Possible rubric criteria for group member evaluations: Teamwork skills January 5, 2023
Preparing students for group member evaluation – part 1 January 5, 2023
Designing formative group tasks January 4, 2023
All Things Group Work January 3, 2023
Learned helplessness and the curse of knowledge October 30, 2022
Active listening, paraphrasing and academic integrity October 10, 2022
Helping students see the value of group work October 8, 2022
6 ways to help learners recalibrate attention in a lecture July 16, 2022
THE POWER OF MAKING CONNECTIONS June 11, 2022
Face-to-face lectures aren’t dead! April 30, 2022
The Art of Creating Course Outcomes March 9, 2022
Rubric Design – the great balancing act March 5, 2022
Misdirected venom January 30, 2022
Convincing students to ‘actively’ learn January 29, 2022
Did the writer even mean that? October 16, 2021
Learning, creativity, and how phones kill them both October 4, 2021
My contributions to Times Higher Education August 22, 2021
Is political activism a cause of lockdowns? August 21, 2021
Creativity in higher education August 5, 2021
News – ironic censorship July 27, 2021
3 Tips To Quickly Generate Learner Engagement In A New tri/Semester July 25, 2021
When the exception becomes the rule July 24, 2021
7 Reasons Why YOu Should Be Active In Your Learning July 23, 2021
WHY SHOULD I HAVE MY CAMERA ON? July 20, 2021
How challenging CAN my content be? July 10, 2021
Peer assessment and pragmatics July 6, 2021
A tale of 2 markers June 26, 2021
Is summative peer assessment ethical? June 23, 2021
Information will not write itself on our memories. May 31, 2021
HYFLEX LEARNING: to be or not to be? May 29, 2021
Shared Learning Spaces May 10, 2021
To Rubric, or Not to Rubric March 13, 2021
Group Instructions and the Curse of Knowledge March 6, 2021
Cognitive Science v Neuroscience: retrieval at the start of a lesson or not? February 21, 2021
How To Avoid The Curse of Knowledge in Teaching February 20, 2021
The Curse of Knowledge February 20, 2021
Bias – and how to avoid it when making decisions February 20, 2021
5 Tricks to Presenting Better SLides – Multi-media principles February 20, 2021
BREAKOUT ROOMS – expectations, EXPECTATIONS, EXPECTATIONs February 13, 2021
Macbeth, Michael and Maradona – an unfortunate link February 6, 2021
Asynchronous Discussions – and why you should use them January 31, 2021
COURSE LEARNING OUTCOMES: How to create them, align them, and benefit from them January 24, 2021
PEER assessment – advantages and caveats January 14, 2021
Forget about creativity – mostly January 9, 2021
Course design as a research project January 4, 2021
A Different Kind of Model January 2, 2021
SHAKESPEARE and school age = cognitive overload December 19, 2020
Vygotsky – more than just 5 words December 17, 2020
Rigour, Rites of passage, and Society December 15, 2020
Thoughts on Learning Design, as seen from the shoulders of giants December 4, 2020
Mastery paths – securing understanding for the next stage of learning December 3, 2020
MIXED COHORT TUTORIALS – the technology, the application, the possibility November 30, 2020
SCHEMA – FROM THE MOUTH OF BABES November 26, 2020
WHY IS IT USEFUL TO Chunk Lectures? WHAT DOES THE SCIENCE SAY? November 19, 2020
Elaboration, dual and triple coding, and birds November 9, 2020
Transcripts: pedagogy beyond accessibility November 6, 2020
HOMEWORK… FOR PARENTS October 3, 2020
The Manifestation of Cognitive Overload September 19, 2020
chunking lectures – it’s a bit of a no-brainer September 13, 2020
the incredible power of analogy September 12, 2020
ACQUIRING KNOWLEDGE EFFICIENTLY September 12, 2020
The 3 a’s of knowledge TRANSFER: ACQUIRE, ANALOGISE, APPLY intro September 12, 2020
Is mixed-mode lecturing the future of HE lecturing? September 2, 2020
Recognition, assimilation and accommodation – 3 key terms in education August 31, 2020
YOGA, MENTAL HEALTH, AND THE LINK TO LEARNING June 26, 2020
DO YOU EXPLICITLY DISCUSS MOTIVATION WITH STUDENTS? June 20, 2020
DO WE NEED TO TEACH SELF-REGULATION? June 17, 2020
TRAINING STUDENTS FOR ONLINE EXAMS REDUCES COGNITIVE OVERLOAD May 22, 2020
Is it even possible to set an online open book mathematics exam? May 16, 2020
KNOWLEDGE TRANSFER and designing ASSESSMENT May 12, 2020
Principle of Learning #3 – Change April 19, 2020
WHY MAFS IS A GOOD MODEL FOR EDUCATION April 5, 2020
10 WAYS TO ENCOURAGE PARTICIPATION USING ZOOM April 4, 2020
SHOULD YOU CLOSE THE ONLINE CHAT OPTION IN A LESSON? March 29, 2020
ASSESSMENT IN HE: pt 9 – Is a proctored/invigilated online exam the only answer? March 22, 2020
ASSESSMENT IN HE: pt 8 – mitigating cheating March 21, 2020
An evidence based pedagogical plan for a Zoom tutorial March 18, 2020
ZOOM BOOM! Maximising virtual lessons March 17, 2020
ASSESSMENT IN HE – pt 7: ONLINE QUIZZES March 15, 2020
ASSESSMENT IN HE: pt 6 – THE POWER OF RETRIEVAL March 15, 2020
ASSESSMENT IN HE pt 5 – Modifying tutorials for remote learners March 3, 2020
ASSESSMENT IN HE pt 4 – worked examples March 2, 2020
ASSESSMENT in HE pt 2 March 1, 2020
ASSESSMENT in HE pt 3 March 1, 2020
THE CONTINUOUS RETRIEVAL APPROACH February 29, 2020
START STRONG, FINISH STRONG – strategy 1 February 22, 2020
START STRONG, FINISH STRONG February 18, 2020
SCHEMA February 18, 2020
DUAL CODING and ART – is there a connection? February 2, 2020
SHOWING and telling your CURRICULUM’S STORY February 1, 2020
Learning Design and the Biathlon January 19, 2020
Acronyms and initialisms – what’s the difference? January 17, 2020
NOT ACTUALLY LEARNING December 28, 2019
Finding time for CREATIVITY October 29, 2019
IS THERE A PLACE FOR CREATIVE PROBLEM SOLVING IN SCHOOL? October 27, 2019
IF CREATIVITY IS BIOLOGICALLY PRIMARY, IS DISCOVERY LEARNING ACTUALLY DOABLE? October 26, 2019
The imperative of storytelling Pt 1 October 13, 2019
If You Don’t Model, Learning’s a Lottery September 30, 2019
How to swing a cricket ball…oh, and teach September 26, 2019
Should I get my students exams remarked? YES September 24, 2019
Should examiners be expert in the subject they mark? Duh! September 24, 2019
WE’RE ALL IN THIS TOGETHER September 21, 2019
The Necessary September 12, 2019
behaviour policy – beyond your 4 walls September 11, 2019
MEMORABLE TEACHING – more important than we think? September 4, 2019
What is ENGAGEMENT? September 4, 2019
Should schools promote A-level resits? August 18, 2019
CREATIVE WRITING – an approach for reluctant writers August 14, 2019
Does FLIPPED LEARNING increase workload? Probably August 11, 2019
GRAMMAR AND COGNITIVE LOAD IN WRITING July 17, 2019
WHAT A POLEMIC ARGUMENT MODEL LOOKS LIKE July 15, 2019
A GRAMMAR SEQUENCE – what it looks like July 10, 2019
A GRAMMAR SEQUENCE – why we need it July 10, 2019
Is dual coding proof that learning styles exist? July 4, 2019
MAKING THE MOST OF MOCKS – primary and secondary June 30, 2019
Dual Coding the EDUQAS Poetry Anthology June 25, 2019
Context discussions for EDUQAS Poems June 25, 2019
Dual coding A CHRISTMAS CAROL June 18, 2019
COGNITIVE LOAD THEORY June 18, 2019
My ResearchED talk from Rugby June 17, 2019
Creative Writing: the most damaging phrase ever? June 10, 2019
HOW LEARNING GAPS GROW – THE MATTHEW EFFECT June 10, 2019
INSPIRING READING May 27, 2019
CURRICULUM: an experiment that worked May 18, 2019
A COLLECTION OF ESSAYS May 18, 2019
IS THERE SUCH A THING AS MOTIVATION BIAS? May 12, 2019
DEATH OF A NATURALIST – an interpretation May 11, 2019
EXAM PERFORMANCE – TIPS IF THE WHEELS COME OFF May 9, 2019
Tes Education Resources: An Open Expression of Concern May 6, 2019
PRAGMATIC POETRY REVISION – PT 2 May 6, 2019
An approach to CONTEXT April 27, 2019
MAMETZ WOOD VS EXCERPT FROM THE PRELUDE April 27, 2019
ASSESSMENT IS CURRICULUM IS ASSESSMENT – PT 3 April 27, 2019
an EXPLANATION OF CRITERIA FOR COMPARING POEMS – EDUQAS April 27, 2019

Follow me here

View @edmerger’s profile on Twitter
View www.linkedin.com/in/edmerger’s profile on LinkedIn

Blog Stats

225,221 hits

Follow LEARNING DESIGN by Paul G Moss on WordPress.com

Latest Tweets

Archives

Blog at WordPress.com.

Follow Following
- LEARNING DESIGN by Paul G Moss
- Already have a WordPress.com account? Log in now.

Loading Comments...

Write a Comment...

Email (Required)

Name (Required)

Website

%d bloggers like this: