urban legend or practical pedagogy? are you a teaching ninja?
TRANSCRIPT
URBAN LEGENDor
PRACTICAL PEDAGOGY?
Are you a teaching ninja?
Radford University
Presenters:Alyssa ArcherCandice Benjes-SmallSusan Van Patten
RulesFor each theory, your team needs to decide whether it’s an: URBAN LEGEND or PRACTICAL PEDAGOGY.
We will let you know when it is time to vote.
Team with the most points at the end are declared teaching ninjas and win a fabulous prize!
Team Formation
Get ready....
Millennial students are excellent multitaskers; therefore, we don’t need to worry about their learning if we see them texting off-topic during class.
Urban LegendSana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374.
For e-lessons, you should include images as well as
narration that duplicates on-screen text.
Urban LegendRedundancy Principle
Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.
People learn better when content is spread over multiple classes rather
than massed into one session.
Practical PedagogyDistributed PracticeDonovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795-805.
The tried and true practice of highlighting text is an optimal study
practice.
Urban LegendBrown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
In order to succeed in any field, you must practice a specific task an
average of 10,000 hours.
Urban LegendEpstein, D. (2013). The sports gene: Inside the science of extraordinary athletic performance. New York, NY: Penguin Group.
Goleman, D. (2013). Focus: The hidden driver of excellence. New York, NY: HarperCollins.
True or False?
Urban LegendLalley, J. P., & Miller, R. H. (2007). The learning pyramid: Does it point teachers in the right direction? Education, 128(1), 64-79.
Benjes-Small, C, & Archer, A. (2014). Tales of the undead learning theories: The learning pyramid. Retrieved from http://acrlog.org/2014/01/13/tales-of-the-undead-learning-theories-the-learning-pyramid/
Providing notes or partial notes before class improves learning.
Practical PedagogyClark, R. C., Nguyen, F., & Sweller, J. (2006). Efficacy in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons.
In PowerPoint, have no more than four bullets per slide.
Practical PedagogyPrinciple of Limited CapacityCowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Journal of Behavioral and Brain Science, 24, 87–114.
Pedagogical aids in a textbook, like bolded keywords and having
discussion questions, help student performance.
Urban LegendGurung, R. A. R., & Daniel, D. (2005). Evidence-based pedagogy: Do text-basedpedagogical features enhance student learning? In D. Dunn & S. L. Chew (Eds.),Best practices for teaching introduction to psychology (pp. 41–55). Mahwah, NJ: Erlbaum.
Encourage your students to use
mnemonic devices to remember keywords for
long term learning.
Urban LegendDunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Students who take notes longhand remember
conceptual information better than those who type on a
keyboard.
Practical PedagogyMueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168.
Sending a welcome email to students before classes starts can lead to
higher student engagement.
Practical PedagogyWilson, J. H., Wilson, S. B., & Legg, A. M. (2012). Building rapport in the classroom and student outcomes. In Schwartz, B. M. (Ed); Gurung, Regan A. R. (Ed), Evidence-based teaching for higher education (pp. 23-37). Washington, DC, US: American Psychological Association.
Visual, Auditory, Kinesthetic -You need to keep in mind students’
learning styles and tailor the material accordingly to aid retention.
Urban Legend Lilienfeld, S. O. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. Chichester, West Sussex: Wiley-Blackwell.
For simple objective test questions (T/F, multiple choice, matching)
immediate feedback is better than delayed feedback.
Practical PedagogyShute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
Dihoff, R. E., Brosvic, G. M., & Epstein, M. L. (2012). The role of feedback during academic testing: The delay retention effect revisited. The Psychological Record,53(4), 2.
Students’ attention declines after 10 minutes during lectures
Urban Legend Wilson, K., & Korn, J. (2007). Attention during lectures: Beyond ten minutes. Teaching Of Psychology, 34(2), 85-89.
Bunce, D. M., Flens, E A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87, 1438-1443.
And the winner is...