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Continuing his series on the potential of retrieval practice, spaced learning, successive relearning, and metacognitive approaches in the classroom, this time Kristian Still focuses on the ‘spaced’ element, looking at the underpinning research and drawing out important lessons for teachers
Via Nik Peachey
The course syllabus serves as an important first contact between professors and students in university courses and the language used in a syllabus can influence students’ first impressions of the professor and expectations for the course. Existing research in Self-Determination Theory has shown that autonomy-supportive language leads to increased positive outcomes for students compared to controlling language. The objective of the present studies was to compare an autonomy-supportive with a controlling syllabus to see how students felt when reading the syllabus (Study 1), and how the syllabus related to their impressions of the professor, reported motivation, and expectations for the course (Study 2). The results of Study 1 supported that the students reported more positive feelings when viewing the autonomy-supportive syllabus and perceived the autonomy-supportive syllabus was more autonomous and the controlling one was more controlling. In Study 2, the results showed that students who viewed the autonomy-supportive syllabus reported more positive impressions of the professor (more need-supportive, better quality), were more likely to have positive expectations about the course, and more likely to have a self-determined motivation towards attending class compared to students who viewed the controlling syllabus. Overall, the results from both studies supported that there are benefits to using autonomy-supportive language in a syllabus with few side effects. Professors could benefit by making a good first impression upon students by integrating autonomy-supportive language into their syllabus.
Via Vladimir Kukharenko
The course syllabus serves as an important first contact between professors and students in university courses and the language used in a syllabus can influence students’ first impressions of the professor and expectations for the course. Existing research in Self-Determination Theory has shown that autonomy-supportive language leads to increased positive outcomes for students compared to controlling language. The objective of the present studies was to compare an autonomy-supportive with a controlling syllabus to see how students felt when reading the syllabus (Study 1), and how the syllabus related to their impressions of the professor, reported motivation, and expectations for the course (Study 2). The results of Study 1 supported that the students reported more positive feelings when viewing the autonomy-supportive syllabus and perceived the autonomy-supportive syllabus was more autonomous and the controlling one was more controlling. In Study 2, the results showed that students who viewed the autonomy-supportive syllabus reported more positive impressions of the professor (more need-supportive, better quality), were more likely to have positive expectations about the course, and more likely to have a self-determined motivation towards attending class compared to students who viewed the controlling syllabus. Overall, the results from both studies supported that there are benefits to using autonomy-supportive language in a syllabus with few side effects. Professors could benefit by making a good first impression upon students by integrating autonomy-supportive language into their syllabus.
Via Vladimir Kukharenko
On the last Friday of each month I curate some of the observations and insights that were shared on social media. I call these Friday’s Finds. B of E: The route back to 2% inflation − speech by Michael Saunders “The share of the 16-64 population who are outside the workforce and do not want a job...
Via Vladimir Kukharenko
By Emiliana VegasWhile technology has transformed most industries—from air travel, to finance, to he...
Via Mal Lee, LGA
When students prepare to teach a subject, they learn it more effectively. A new study provides a blueprint for incorporating the benefits of student teaching without taking up class time.
Via EDTECH@UTRGV
Most curricula found in education systems or training programs are designed in a linear fashion. They are unnatural. Teachers and trainers, like other humans, want to order ‘stuff’ in such a way that it apparently makes sense: this leads to this leads to that thinking. Most curricula, despite sometimes referring to higher levels of Bloom’s Taxonomy in the objectives, is at the competence level of describing, explaining, and demonstrating. This leads to rather stilted forms of didactic teaching, the ubiquitous slide show, the passive learner. All of which is unnatural and we wonder why learners have problems in motivation and learning.
Via EDTECH@UTRGV
What a new meta-analysis shows about the ways video and in-person instruction influence student learning.
Via Oliver Durrer swissleap.com
Will educational books continue to be important as technology and media evolve? How can or should our concept of the "book" evolve to embrace the web?
Via Vladimir Kukharenko, Nicole Kearns
Learning theories explain how learning happens. They set out a clear collection of principles that teachers can use for helping students to learn.
Via Nik Peachey, Nicole Kearns
As math teachers, we’ve all had students who struggled with mathematical problem-solving. Now more than ever, this seems to be a rising cause for concern in the wake of the pandemic. Maybe it’s because students didn’t have as much exposure to mathematical situations due to being at home more, or maybe it stems from the lack of time to fill in learning that has been missed, so we rush more quickly through the concrete understanding within problems to the abstract part of solving.
Regardless of the reason, there are some things we can do to build up our students’ skills in this area.
When we break down learning into smaller, actionable steps, we can partner with our students and empower them to own their learning and see lasting results more quickly. It’s important for students to be aware of the processes they are building as problem solvers and how that will help them to be ready for the future in more than just the math classroom
Via John Evans
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Consistent exposure to music, like learning to play a musical instrument, or taking voice lessons, strengthens a particular set of academic and social-emotional skills that are essential to learning. In ways that are unmatched by other pursuits, like athletics for instance, learning music powerfully reinforces language skills, builds and improves reading ability, and strengthens memory and attention, according to the latest research on the cognitive neuroscience of music.
Via Nik Peachey
‘Pedagogy first’ has become a mantra for educators, supported by the metaphor of the ‘pedagogical horse’ driving the ‘technological cart’. Yet putting technology first or last separates it from pedagogy, making us susceptible to technological or pedagogical determinism (i.e. where technology is seen either as the driving force of change or as a set of neutral tools). In this paper, I present a model of entangled pedagogy that encapsulates the mutual shaping of technology, teaching methods, purposes, values and context. Entangled pedagogy is collective, and agency is negotiated between teachers, students and other stakeholders. Outcomes are contingent on complex relations and cannot be determined in advance. I then outline an aspirational view of how teachers, students and others can collaborate whilst embracing uncertainty, imperfection, openness and honesty, and developing pedagogical knowledge that is collective, responsive and ethical. Finally, I discuss implications for evaluation and research, arguing that we must look beyond isolated ideas of technologies or teaching methods, to the situated, entangled combinations of diverse elements involved in educational activity.
Via Vladimir Kukharenko
This paper proposes an industry paradigm, called content strategy, for identifying data that has yet to be explored in learning analytics: student engagement data with individual online learning resources in a particular week of a course. Industry
Via Vladimir Kukharenko
Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye color, simply luck of the genetic draw. People are born learners, or they’re not, the thinking goes. So why bother getting better at it?
And that’s why many people tend to approach the topic of learning without much focus. They don’t think much about how they will develop an area of mastery. They use phrases like “practice makes perfect” without really considering the learning strategy at play. It’s a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?
Via Edumorfosis
Photo by Dom Fou on Unsplash Do you have a clear idea of how you learn and what teaching methods help you most? I certainly don't and I'm c...
Via LGA
few months after I received my university’s undergraduate teaching award in 2009, my classroom anxiety dreams went from merely hairy to absolutely hair-raising. For years, I’d dreamed about my classes erupting in chaos: rebellious students flipping over desks, watching inappropriate content while I lectured, or—most frighteningly—ignoring me completely, choosing loud conversations with peers over listening for whatever wisdom I might impart.
Via EDTECH@UTRGV
We have a concept we want the class to understand, so we stand and explain it to them. We give them background. Offer details. Anticipate and pre-empt common misconceptions. Illuminate the more entertaining bits. Emphasize the nuance.
Via EDTECH@UTRGV
The 70-20-10 learning model is widely accepted as one of the best frameworks for corporate learning and development. There’s just one problem. The 70-20-10 model is aspirational, but it’s not being implemented.
Via Oliver Durrer swissleap.com
We presented participants with lecture videos at different speeds and tested immediate and delayed (1 week) comprehension. Results revealed minimal costs incurred by increasing video speed from 1
Via Peter Mellow, Nicole Kearns
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education
Via NextLearning, Dennis Swender, Jim Lerman
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Useful.