Breaking a lecture up into distinct chunks or sections is a bit of a no-brainer. It is all to do with understanding the implications of
Category: Metacognition
the incredible power of analogy
THE 3 A’S OF KNOWLEDGE TRANSFER: ACQUIRE, ANALOGISE, APPLY PT 2 This is the third instalment of a 4 part series aimed at assisting an educator in designing
The 3 a’s of knowledge TRANSFER: ACQUIRE, ANALOGISE, APPLY intro
THIS 4 PART BLOG SERIES is created to assist an educator design a sequence of learning that drives towards the ultimate goal of knowledge transfer. Consensus around the notion of transfer in learning is loose to say the least:
Is mixed-mode lecturing the future of HE lecturing?
Picture the setting: instead of the regular face to face lecture of 120 students, there are 40 in front of you and the other 80
Recognition, assimilation and accommodation – 3 key terms in education
The mind is set up to process content in a myriad of ways, but 3 processes seem particularly relevant to education: the recognition of content,
DO YOU EXPLICITLY DISCUSS MOTIVATION WITH STUDENTS?
This is part 2 of an essay based on self-regulated learning, and whether it needs to be taught for students to become skilled in it.
LEARNING DESIGN by Paul G Moss 