When an educator leaves certain parts out of an explanation because they think that they are understood by their students, they are affected by what’s
Author: paulgmoss
I live and breathe education. I try to teach what I know about learning. This blog represents ideas I have about education at the time of writing. I expect my ideas to change.
Active listening, paraphrasing and academic integrity
Sometimes academic integrity misconduct is not maliciously employed, but stems from an inability to paraphrase. Concomitantly, students who are asked to participate as a group
Helping students see the value of group work
’People must see the point of thinking if they are to engage in it.’ Kuhn 1999 When students understand the reason behind a task, their
6 ways to help learners recalibrate attention in a lecture
Students sitting in a lecture have enormous amounts of extraneous load to deal with. The sheer size of the room means that the distance between
THE POWER OF MAKING CONNECTIONS
”As the student accommodates this new learning into their LTM, then the complexity of the next task can be increased. As Ericsson and Kintsch (1995)
Face-to-face lectures aren’t dead!
I often hear and read about how essential it is to offer students choice in how they consume lectures. The argument states that in modern
LEARNING DESIGN by Paul G Moss 