In this article, we draw on some of our research data to reflect on the nature of that transition process and to suggest a way in which it might be improved.
This presentation is about using reflective reading journals as a component of a flipped classroom approach to teaching. It was presented to physicists but uses music as the example of what is being taught. The handouts which were used during the presentation can be found at http://atlanticphysics.wix.com/physicsday2013#!presentations/czdz
In this article, we draw on some of our research data to reflect on the nature of that transition process and to suggest a way in which it might be improved.
This presentation is about using reflective reading journals as a component of a flipped classroom approach to teaching. It was presented to physicists but uses music as the example of what is being taught. The handouts which were used during the presentation can be found at http://atlanticphysics.wix.com/physicsday2013#!presentations/czdz
Integrative Practical (Percentage with Percentage Bar)Muhammad Khuluq
The slides were addressed to a group of 6th graders in an International School in the Netherlands, to whom designs of percentage bar learning are implemented.
The slides were meant to give an overview to students of what we have done in their class (Integrative Practical and Teaching Implementation). The slides are associated with reporting research, as the students have learned about conducting research in their school
Evaluating an Instructional Sequence with Interactive Simulations (ISIS)David Geelan
A novel sequence for teaching students physics concepts and inquiry skills was developed and evaluated. It was found to enhance students' conceptual understanding, confidence in their understanding and skills in inquiry learning
Integrative Practical (Percentage with Percentage Bar)Muhammad Khuluq
The slides were addressed to a group of 6th graders in an International School in the Netherlands, to whom designs of percentage bar learning are implemented.
The slides were meant to give an overview to students of what we have done in their class (Integrative Practical and Teaching Implementation). The slides are associated with reporting research, as the students have learned about conducting research in their school
Evaluating an Instructional Sequence with Interactive Simulations (ISIS)David Geelan
A novel sequence for teaching students physics concepts and inquiry skills was developed and evaluated. It was found to enhance students' conceptual understanding, confidence in their understanding and skills in inquiry learning
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics (LA) is exploring how data can be used to empower teachers and institutions to effectively support learners. In the recent Innovative Pedagogy Report Ferguson et al. (2017) encourage researchers and practitioners to move towards a new form of learning analytics called student-led learning analytics, which enable learners to specify their own goals and ambitions. They also support learners to reach these goals. This is particularly helpful for individuals who have little time to spare for study. In this ESRC session, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students at a range of context, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can instructional design be optimised using the principles of learning analytics?; 3) With the introduction of student-led analytics, to what extent can learning analytics promote ‘personalisation’ or ‘generalisation’ for diverse populations of students?
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
Are you an EFL/ESL teacher who wants to improve your classroom dynamics? An action research can empower teachers and engage unmotivated students. This PPT highlights the ease and benefits of conducting an action research in an English classroom.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. 1. Study, study, study, study – test
2. Study, study, study, test – test
3. Study, study, test, test – test
4. Study, test, test, test – test
THE TESTING EFFECT
H OW T O MAK E L E AR N I N G S T I C K
8. 8
WHY CRAMMING FAILS
H OW T O MAK E L E AR N I N G S T I C K
8
Bjork, 1992
Low Storage Strength High Storage Strength
High
Retrieval
Strength
C r am m ed Mast er y
Low
Retrieval
Strength
F o r g o tten B ur ied
10. 1 0
What is the most common study
strategy students report using?
a) Highlighting
b) Rereading
c) Rewriting Notes
d) Making outlines
KNOWLEDGE CHECK
HOW TO MAKE LEARNING STICK
11. 1 1
What are 3 examples of more
beneficial study techniques?
GENERATION
HOW TO MAKE LEARNING STICK
12. 1 2
WHAT TYPES OF TESTS
WORK BEST?
H OW T O MAK E L E AR N I N G S T I C K
Study Condition
Score on final
test (z-score)
Context-rich
MCQs
0.40
Short-answer
questions
0.39
Context-free
MCQs
-0.38
Reading only -0.42
McConnell et al., 2014
13. 1 3
SPACED RETRIEVAL CREATES LEARNING
H OW T O MAK E L E AR N I N G S T I C K
Spaced Retrieval Massed Retrieval
14. 1 4
Ensure practice continues to be effortful
and not trivial.
IS THERE AN OPTIMAL SPACING LAG?
H O W T O M A K E L E A R N I N G S T I C K
1
4
• Research suggests optimal spacing
depends on targeted retention interval.
• Retention is highest when spacing of
retrieval practice is about 10-20% of
retention interval:
Target
Retention
Optimal Retrieval
Practice
1 week 1 day
1 year 2 months
Kang, 2016
15. 1 5
SPACED RETRIEVAL CREATES LEARNING
H OW T O MAK E L E AR N I N G S T I C K
Karpicke & Bauernschmidt, 2011
0
0.2
0.4
0.6
0.8
Study Once Recall Once Repeated Massed
Recall
Repeated Spaced
Recall
Proportion Final Recall
16. 1 6
Which is better – spaced retrieval
or massed retrieval? Why?
ELABORATION
HOW TO MAKE LEARNING STICK
17. 1 7
FEEDBACK ENHANCES
BENEFITS OF TESTING
Vojdanoska, Cranney, & Newell, 2009
35
40
45
50
55
Feedback No feedback
Mean % correct on Initial Test
Mean % correct on Final Test
19. 1 9
Least Effective
• Generic, programmed responses
(ex. good job, try again).
• Simply showing correct vs. incorrect
answers without contextualizing the
response based on an individual
student’s understanding.
• Delayed too long.
• Students aren’t given a chance to reuse
newly gained knowledge.
WHAT TYPE OF FEEDBACK WORKS?
H O W T O M A K E L E A R N I N G S T I C K
1
9
Hattie & Timperley, 2007
Most Effective
• Corrective feedback specifically relating
to goals.
• Forward-thinking: What can be done to
improve? What next?
• Focuses on process, not results
• Involves the students (allows them to
reflect and discuss on their thinking
process).
20. 2 0
Use frequent
(low-stakes)
quizzing that
count toward
course grade.
Create study
tools that
incorporate
retrieval practice,
generation, and
reflection.
Design exercises
that require
students to
revisit earlier
concepts.
APPLYING RETRIEVAL PRACTICE TECHNIQUES
H O W T O M A K E L E A R N I N G S T I C K
21. 2 1
How have you applied (or not
applied) best practices for retrieval
& retention in your classes?
REFLECTION
HOW TO MAKE LEARNING STICK