What is retrieval practice? – Retrieval Practice When we think about learning, we typically focus on getting information into students’ heads. Teachers might lecture, show videos, encourage note taking, and/or provide review sheets. Students often study by re-reading their textbooks, highlighting information, and/or reviewing their notes. In both of these situations, the focus is on getting information “in,” with the hope that it sticks. The 'Brain' in Growth Mindset: Does Teaching Students Neuroscience Help? - Inside School Research Teaching students the science of how their brains change over time can help them see intelligence as something they can develop, rather than innate and unchangeable, finds a new analysis of 10 separate studies online in the journal Trends in Neuroscience and Education. Teaching students the concept of neuroplasticity—the ability of the brain to make new neural connections as a result of experience—is a common tactic in helping students develop a so-called "growth" rather than "fixed" mindset. But recent research has questioned how much students really understand or benefit from this approach. Researchers from the Montreal, Canada-based Laboratory for Research in Neuroeducation at the University of Montreal analyzed 10 high-quality experimental studies of growth mindset interventions on students from age 7 into adulthood that included instruction on neuroplasticity.
Magique ou scientifique ? Upload On n'est pas que des cobayes Loading... Working... ► Play all Conceptual Framework for Online Identity Roles I just wrapped up a final project for an aesthetics course this semester, the assignment being to create a “Database of the Self.” I chose to make the database as a representation of the roles we play in terms of how we interact with information online. The roles are overlaid on a panarchy, which shows a visualization of adaptive lifecycles. The effects of physical activity on brain structure and neurophysiological functioning in children: A systematic review and meta-analysis Álvarez-Bueno et al., 2017 C. Álvarez-Bueno, C.
Teaching the science of learning While tests are most often used in educational settings for assessment, a lesser-known benefit of tests is that they actually improve memory of the tested information. If we think of our memories as libraries of information, then it may seem surprising that retrieval (which happens when we take a test) improves memory; however, we know from a century of research that retrieving knowledge actually strengthens it (see Karpicke, Lehman, & Aue, 2014). Testing was shown to strengthen memory as early as 100 years ago (Gates, 1917), and there has been a surge of research in the last decade on the mnemonic benefits of testing, or retrieval practice. A debate is currently ongoing as to the effectiveness of retrieval practice for more complex materials (Karpicke & Aue, 2015; Roelle & Berthold, 2017; Van Gog & Sweller, 2015). How does retrieval practice help memory? Figure 3 illustrates both the direct and indirect benefits of retrieval practice identified by the literature.
Uncategorized Archives PowerPoint 2010 introduced the Merge Shapes toolset (trust me, it was hidden, but there). In PowerPoint 2013 the Merge Shapes toolset is much more accessible and refined. Here is an example we developed creating a much requested graphic element (download link below). Here are the 4 puzzle pieces. All are PowerPoint shapes Here is a 4 step process to create your own: The Poetry of Revolt [This post was selected as one of three winners in Three Quarks Daily Arts & Literature Prize] It is truly inspiring to see the bravery of Egyptians as they rise up to end the criminal rule of Hosni Mubarak. It is especially inspiring to remember that what is happening is the culmination of years of work by activists from a spectrum of pro-democracy movements, human rights groups, labor unions, and civil society organizations. In 2004, when Kefaya began their first public demonstrations, the protesters were usually outnumbered 30 to one by Central Security Forces. Now the number has reversed—and multiplied. No less astonishing is the poetry of this moment.
Learning theories timeline: key ideas from educational psychology This interactive learning theories timeline highlights 50 key ideas or research papers related to nine key theories which can inform the design of blended and online learning in Higher Education. My choice of these nine theories stems from a synthesis of three major books on learning theories: Schunk (2020), Lefrançois (2019) and Harasim (2017). You may find the first post in this learning theories series ‘What are learning theories and why are they important for learning design?’ useful when interacting with this timeline. If you found this post useful, please consider sharing on Twitter: Self-explanation is a powerful learning technique, according to meta-analysis of 64 studies involving 6000 participants By Christian Jarrett It is better to ask a student to see if they can explain something to themselves, than for a teacher or book to always explain it to them. That’s according to a new meta-analysis of the findings from 64 prior studies involving nearly 6000 participants that compared learning outcomes from prompted self-explanation compared to instructor explanation, or compared to time spent using other study techniques such as taking notes, summarising, thinking out loud (without the reflection and elaboration involved in self-explanation), or solving more problems.
Index of /expo-db/www/CDEXPO/Electricite_fichiers Index of /expo-db/www/CDEXPO/Electricite_fichiers Name Last modified Size Description Parent Directory - The Secret to Creativity, Intelligence & Scientific Thinking When we shared this image from the @buffer Twitter account a while back, it got me thinking. The Tweet resulted in over 1,000 retweets, which seems like an indication that it resonated with a lot of people. There’s a key difference between knowledge and experience and it’s best described like this: The original is from cartoonist Hugh MacLeod, who came up with such a brilliant way to express a concept that’s often not that easy to grasp. The image makes a clear point—that knowledge alone is not useful unless we can make connections between what we know. Whether you use the terms “knowledge” and “experience” to explain the difference or not, the concept itself is sound.