This document discusses various topics related to education research and teaching methods. It mentions research on the Cone of Learning, feedback, Project Follow Through study, dual coding theory, and challenges with working memory. It advocates for keeping presentations simple, using prior knowledge, spaced repetition, and combining words and images based on dual coding theory research. The document cautions against unevidenced approaches like learning styles and suggests teachers focus on building their repertoire of content and approaches while staying informed.
26. 315*2 or 205 trillion options
Koedinger, K. R., Booth, J. L., & Klahr, D. (2013).
Instructional complexity and the science to constrain
it. Science, 342(6161), 935-937.
35. Often forgotten:
Bernard, R.M., Brauer, A., Abrami, P.C., & Sur- kes, M. (2004). The development of a question- naire for predicting
online learning achieve- ment. Distance Education, 25(1), 31-47.
38. Imagine: you give the perfect feedback,
on the right moment,
not too much,
will the student have learn?
39. 8 possible reactions:
Reaction of the pupil The feedback more or less says that…
the objectives were more than
adequately reached.
the objectives were not adequately
reached.
Changes behaviour. the pupil will try less hard to do his/her
best.
the pupil will try harder to do his/her
best.
Changes objective. the pupil will become more ambitious
and want to achieve more.
the pupil becomes less ambitious.
Loses heart and abandons the
objective.
the pupil finds the objective too easy. the pupil finds the objective too
difficult.
Does not accept the feedback. the pupil ignores the feedback. the pupil ignores the feedback.
40. 2 reactions mean learning:
Reaction of the pupil The feedback more or less says that…
the objectives were more than
adequately reached.
the objectives were not adequately
reached.
Changes behaviour. the pupil will try less hard to do his/her
best.
the pupil will try harder to do his/her
best.
Changes objective. the pupil will become more ambitious
and want to achieve more.
the pupil becomes less ambitious.
Loses heart and abandons the
objective.
the pupil finds the objective too easy. the pupil finds the objective too
difficult.
Does not accept the feedback. the pupil ignores the feedback. the pupil ignores the feedback.
49. Oops!
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why
minimal guidance during instruction does not work: An
analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based
teaching. Educational psychologist, 41(2), 75-86.
55. Part 1: which card(s) do you need to turn
over in order to determine if this rule is
true or false:
“If a card has a vowel on one side, then it
has an even number on the other side.”
68. With technology:
Lindsey, R. V., Shroyer, J. D., Pashler, H., &
Mozer, M. C. (2014). Improving students’ long-
term knowledge retention through
personalized review. Psychological science,
25(3), 639-647.
Hou het simpel
Gebruikeenvoudigebeelden.
o Lievereenpaarwoordendanveeltekst.
o Vermijdbulletpoints
Focus enkel op het essentiële Vermijd afleiders en elimineer onnodige woorden, afbeeldingen, animaties en geluiden. (coherentieprincipe).