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

Category: blended learning

START STRONG, FINISH STRONG – strategy 1

February 22, 2020 paulgmoss

In the previous post, I introduced the rationale for implementing a range of strategies to help students start strong in their University courses. The implications

« Previous Posts 1 … 7 8 9

Search for:

Recent Posts

Wasted rubric real estate May 11, 2025
Can teaching to the test be good for learning? April 20, 2025
The consequences of Gen-AI grade inflation April 8, 2025
Unsecured assessment and gen-AI: the apples aren’t apples anymore April 6, 2025
What is constructive alignment? April 2, 2025
Using AI to generate follow-up questions in an oral assessment March 24, 2025
Do assessments represent the course outcomes? Probably not! March 23, 2025
Constructed misalignment – when grades don’t equal outcomes March 19, 2025
Leading Change from the Trenches March 16, 2025
Gen-AI: If you fall behind, you die November 7, 2024
The question bank is obsolete November 5, 2024
Courses for courses? October 22, 2024
Embedding Reflective Practice in Learning Design Projects June 4, 2024
Visual program maps help see the gaps April 15, 2024
2 key Considerations in Program Design April 15, 2024
No Course is an Island April 15, 2024
Program design – the business case December 19, 2023
Program design – workshop focus areas December 10, 2023
A Grammar Sequence – embedding it into a curricuum December 10, 2023
The imperative of considered and measured Program design November 29, 2023
Doing less to do more September 26, 2023
Is Interactive Oral assessment the answer to AI concerns? September 21, 2023
Motivating less committed students in group work July 11, 2023
Making feedback worth everyone’s time July 10, 2023
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

Follow me here

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

Blog Stats

294,276 hits

Follow LEARNING DESIGN by Paul G Moss on WordPress.com

Latest Tweets

My Tweets