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
Category: aiding memory
Helping students see the value of group work
’People must see the point of thinking if they are to engage in it.’ Kuhn 1999 This is the 14th post in a series titled
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
Convincing students to ‘actively’ learn
Clearly the cover image for this post is super cynical, but I know many teachers and academics would identify with the metaphor of the continual
LEARNING DESIGN by Paul G Moss 