Learning - User contributions [en]

MediaWiki:Sitenotice

2024-09-08T01:11:42Z

Vipul:

Want site search autocompletion? See [[Project:Enabling site search autocompletion|here]]<br/>
Encountering 429 Too Many Requests errors when browsing the site? See [[Project:429 Too Many Requests error|here]]

User:Vipul/Sandbox

2024-09-08T01:11:23Z

Vipul:

* <math>3! * 60 = 360</math>
* <math>9^{\sqrt{7 + 2}} = 729</math>
* <math>(7 + 2)^{\sqrt{9}} = 729</math>
* <math>2^{8 - 1} = 128</math>
* <math>2^7 - 1 = 127</math>
* <math>6^{2 + 1} = 216</math>
* <math>(3 + 4)^3 = 343</math>

MediaWiki:Sitenotice

2024-09-06T17:18:25Z

Vipul:

'''This site is in the process of being migrated to a new server. Edits made until this notice has been removed may be lost.'''<br/>
Want site search autocompletion? See [[Project:Enabling site search autocompletion|here]]<br/>
Encountering 429 Too Many Requests errors when browsing the site? See [[Project:429 Too Many Requests error|here]]

MediaWiki:Sitenotice

2024-08-07T20:41:08Z

Vipul:

Learning:429 Too Many Requests error

2024-08-07T20:37:11Z

Vipul: Vipul moved page Learning:429 Too Many Request error to Learning:429 Too Many Requests error

This content is copied from [[Ref:Ref:429 Too Many Requests error]].

If you get a 429 Too Many Requests error when browsing this site, read on.

You're probably seeing this error because a large number of requests have been made from your IP address over a short period of time. That's probably a lot of requests from you or others who share your IP address (such as your home wi-fi network). Waiting a minute and then retrying should generally work.

If you are an actual human being with a legitimate reason to be browsing the site heavily, first, thank you and sorry about this! We set rate limits to prevent bots, spiders, spammers, and malicious actors from consuming too much of our server's resources so that our server's resources can be devoted to real humans like you. Consider writing to vipulnaik1@gmail.com with your IP address to have the IP address whitelisted. You can get your IP address by [https://www.google.com/search?q=my+ip+address Googling "my IP address"] (scroll down a little bit to where Google includes the IP address in a box). NOTE: If you have both an IPv4 address and an IPv6 address, you should send both; the server supports both IPv4 and IPv6, so either may end up getting used. To check if you have an IPv6 address, try visiting [https://ipv6.google.com/ ipv6.google.com].

If your IP address changes, or you are away from your home network, then you'll get rate-limited again. So if you find yourself getting rate-limited after already having been whitelisted, check if you are on a different IP address than the one for which you requested whitelisting.

Learning:429 Too Many Requests error

2024-08-07T20:36:59Z

Vipul:

Learning:429 Too Many Requests error

2024-08-07T20:32:25Z

Vipul: Created page with "This content is copied from Ref:Ref:429 Too Many Request error. If you get a 429 Too Many Requests error when browsing this site, read on. You're probably seeing this error because a large number of requests have been made from your IP address over a short period of time. That's probably a lot of requests from you or others who share your IP address (such as your home wi-fi network). Waiting a minute and then retrying should generally work. If you are an actual hu..."

This content is copied from [[Ref:Ref:429 Too Many Request error]].

If you get a 429 Too Many Requests error when browsing this site, read on.

You're probably seeing this error because a large number of requests have been made from your IP address over a short period of time. That's probably a lot of requests from you or others who share your IP address (such as your home wi-fi network). Waiting a minute and then retrying should generally work.

If you are an actual human being with a legitimate reason to be browsing the site heavily, first, thank you and sorry about this! We set rate limits to prevent bots, spiders, spammers, and malicious actors from consuming too much of our server's resources so that our server's resources can be devoted to real humans like you. Consider writing to vipulnaik1@gmail.com with your IP address to have the IP address whitelisted. You can get your IP address by [https://www.google.com/search?q=my+ip+address Googling "my IP address"] (scroll down a little bit to where Google includes the IP address in a box). NOTE: If you have both an IPv4 address and an IPv6 address, you may need to send both; the server uses IPv6 if your client has both addresses. To check if you have an IPv6 address, try visiting [https://ipv6.google.com/ ipv6.google.com].

If your IP address changes, or you are away from your home network, then you'll get rate-limited again. So if you find yourself getting rate-limited after already having been whitelisted, check if you are on a different IP address than the one for which you requested whitelisting.

File:Site search autocompletion working.png

2024-08-07T20:31:27Z

Vipul:

File:Site search autocompletion broken.png

2024-08-07T20:30:34Z

Vipul:

Learning:Enabling site search autocompletion

2024-08-07T20:27:21Z

Vipul: Created page with "Content copied from Ref:Ref:Enabling site search autocompletion. Images used are specific to this site (Learning). Site search autocompletion is currently broken by default on this site. This page includes details on how to get it to work, and what's going on. ==What's wrong with site search autocompletion and how to fix it== ===What's wrong=== When you start typing something in the site search bar, you'll see it stuck at "Loading search suggestions" as shown in..."

Content copied from [[Ref:Ref:Enabling site search autocompletion]]. Images used are specific to this site (Learning).

Site search autocompletion is currently broken by default on this site. This page includes details on how to get it to work, and what's going on.

==What's wrong with site search autocompletion and how to fix it==

===What's wrong===

When you start typing something in the site search bar, you'll see it stuck at "Loading search suggestions" as shown in the screenshot below:

[[File:Site search autocompletion broken.png]]

Note that the actual search is still working -- you just have to hit Enter after typing the search query and it'll go to the search results page. It's the autocompletion before you hit Enter that is broken.

===How to fix it===

To fix it, you need to follow these steps:

* Write to vipulnaik1@gmail.com asking for a login to the site. Please include the following with your request: preferred username, preferred initial password (you can change it after logging in), real name (if you want it entered), email address to use (if you want an actual email address by which you can be contacted), and whether you want edit access as well. You don't need edit access for enabling site search autocompletion.
* Log in to the site, and go to [[Special:Preferences]]. Go to the Appearance section and switch the Skin from "Vector (2022)" to "Vector legacy (2010)".
* Make sure to hit "Save" at the bottom.
* Now you can reload the page or load a new page.

Site search autocompletion should now work. Here's an example:

[[File:Site search autocompletion working.png]]

==More background==

We've recently upgraded the MediaWiki version of this wiki from 1.35.13 to 1.41.2 (see [[Special:Version]]). The upgrade allows us to migrate the wiki to a more modern operating system version running PHP 8. With the current setup for MediaWiki 1.41.2, we're in this situation:

* The "Vector legacy (2010)" skin has site search autocompletion working, but it doesn't render well on small screens. Specifically, even on small mobile screens, it still shows the left menu, and doesn't properly use the MobileFrontend extension settings.
* The "Vector (2022)" skin doesn't have site search autocompletion working (see screenshots in preceding section) but it does render fine on mobile devices.

It is possible to set only one default skin (that is applicable to all non-logged-in users and is the default for logged-in users who have not configured a skin for themselves). So, the selection of default skin comes down to whether it's more important for casual users to have the mobile experience working or to have site search autocompletion working. Based on a general understanding of user behavior, we believe that having a usable mobile experience is more important for casual users than having site search autocompletion.

However, for power users who are using the site extensively, site search autocompletion may be important. That's why we've written this page giving guidance on how to set up site search autocompletion.

MediaWiki:Sitenotice

2024-08-07T20:24:46Z

Vipul: Blanked the page

User:Vipul/Sandbox

2024-08-07T20:22:53Z

Vipul:

User:Vipul/Sandbox

2024-08-07T20:18:37Z

Vipul:

User:Vipul/Sandbox

2024-08-07T20:12:20Z

Vipul:

MediaWiki:Sitenotice

2024-08-07T20:05:29Z

Vipul: Created page with "'''This wiki is in the process of being upgraded. The site may go down intermittently. Please try to avoid editing until this notice has been removed.'''"

'''This wiki is in the process of being upgraded. The site may go down intermittently. Please try to avoid editing until this notice has been removed.'''

User:Vipul/Sandbox

2024-04-10T22:18:19Z

Vipul:

User:Vipul/Sandbox

2024-04-10T21:55:53Z

Vipul:

User:Vipul/Sandbox

2024-04-07T17:55:41Z

Vipul:

User:Vipul/Sandbox

2024-04-07T17:55:04Z

Vipul:

User:Vipul/Sandbox

2024-04-07T17:50:57Z

Vipul:

User:Vipul/Sandbox

2024-04-07T17:45:46Z

Vipul:

<math>e^{\pi^2}</math>

<math>\left(\sqrt{7 + 2}\right)!! + 4 = 724</math>

User:Vipul/Sandbox

2024-04-07T17:44:27Z

Vipul:

<math>e^{\pi^2}</math>

<math>\left(\sqrt{7 + 2}\right)!! + 3 = 723</math>

User:Vipul/Sandbox

2024-04-07T17:40:42Z

Vipul:

<math>e^{\pi^2}</math>

<math>\left(\sqrt{7 + 2}\right)!! + 0 = 720</math>

User:Vipul

2024-04-07T15:46:27Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]] (ER S1 E7 25:45, [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9258902/ this], also it was mentioned in a Justin Sung video with a Stanford-educated Ph.D. guy, need to find the reference)
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* Attention-encoding-storage-retrieval (e.g., [http://www.senseandsensation.com/2013/03/how-people-learn-cognitive-model-for.html#:~:text=Attention%3A%20the%20filter%20through%20which,of%20that%20information%20or%20behavior this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
** [[Teaching Dimensions Observation Protocol]] (TDOP) ([https://tdop.wceruw.org/ here])
** [[Reformed Teaching Observation Protocol]] (RTOP) ([http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/about_RTOP.html here])
** [[Classroom Observation Protocol for Undergraduate STEM]] (COPUS) ([https://www.lifescied.org/doi/10.1187/cbe.13-08-0154 here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table; also, add [https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ this]
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T06:26:45Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* Attention-encoding-storage-retrieval (e.g., [http://www.senseandsensation.com/2013/03/how-people-learn-cognitive-model-for.html#:~:text=Attention%3A%20the%20filter%20through%20which,of%20that%20information%20or%20behavior this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
** [[Teaching Dimensions Observation Protocol]] (TDOP) ([https://tdop.wceruw.org/ here])
** [[Reformed Teaching Observation Protocol]] (RTOP) ([http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/about_RTOP.html here])
** [[Classroom Observation Protocol for Undergraduate STEM]] (COPUS) ([https://www.lifescied.org/doi/10.1187/cbe.13-08-0154 here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table; also, add [https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ this]
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T05:25:53Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
** [[Teaching Dimensions Observation Protocol]] (TDOP) ([https://tdop.wceruw.org/ here])
** [[Reformed Teaching Observation Protocol]] (RTOP) ([http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/about_RTOP.html here])
** [[Classroom Observation Protocol for Undergraduate STEM]] (COPUS) ([https://www.lifescied.org/doi/10.1187/cbe.13-08-0154 here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table; also, add [https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ this]
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T05:24:37Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
** [[Teaching Dimensions Observation Protocol]] (TDOP) ([https://tdop.wceruw.org/ here])
** [[Reformed Teaching Observation Protocol]] (RTOP) [http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/about_RTOP.html here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table; also, add [https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ this]
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T05:19:26Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
** [[Teaching Dimensions Observation Protocol]] (TDOP) ([https://tdop.wceruw.org/ here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table; also, add [https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ this]
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T05:11:52Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table; also, add [https://evidencebased.education/five-tips-for-cold-calling-in-the-classroom/ this]
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T05:07:33Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages
* Expand the [[direct instruction]] page to convey more flavor for Direct Instruction as opposed to just "direct instruction" (e.g., the I-we-you thing); [https://www.structural-learning.com/post/direct-instruction-a-teachers-guide this] is a good starting point

User:Vipul

2023-12-28T04:53:58Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])
* [[Active learning]] ([https://www.pnas.org/doi/pdf/10.1073/pnas.1319030111 seminal meta-analysis])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-28T04:43:16Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]] (mentioned in attention article)
* [[Brain synchrony between learners]] (mentioned in attention article)
* Various stuff around large-scale analysis of teaching through audio and video observation or in-person observation, e.g., as described [https://www.pnas.org/doi/pdf/10.1073/pnas.1618693114 here])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-28T04:38:02Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]]
* [[Brain synchrony between learners]]

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-28T04:23:21Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])
* [[Think-pair-share activity]]

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-28T04:19:27Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions
* [[Attention]] (e.g., [https://www.lifescied.org/doi/10.1187/cbe.20-05-0106 this])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-12T04:52:11Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-12T04:52:02Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: [[fear of asking questions]] on learner's part vs comfort with asking questions

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-12T04:51:13Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]] and [[higher-order learning]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* [[Encoding]] (versus [[retrieval]])
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: fear of asking questions on learner's part vs comfort with asking questions

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

Cognitive load

2023-12-12T04:50:24Z

Vipul: /* Definition */

==Definition==

The '''cognitive load''' imposed by a task refers to the extent to which that task uses [[working memory]]. Cognitive loads are typically considered in the context of learning tasks. Whereas some people consider higher cognitive load to be bad (so that the goal is to learn with the least amount of cognitive load possible that accomplishes learning), strategies for deeper learning (better [[encoding]]) may require higher cognitive load, so it's not totally clear that higher cognitive load is always bad.

User:Vipul

2023-12-12T04:48:33Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* [[Curiosity]]
* Focus/concentration stuff
* Cognitivism and constructivism
* Explainer-learner dynamics: fear of asking questions on learner's part vs comfort with asking questions

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-12T04:48:06Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* Curiosity
* Explainer-learner dynamics: fear of asking questions on learner's part vs comfort with asking questions

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-12T04:43:30Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])
* Explainer-learner dynamics: fear of asking questions on learner's part vs comfort with asking questions

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

User:Vipul

2023-12-07T21:11:58Z

Vipul:

Pages to create:

* [[Bloom's taxonomy]]
* [[Inquiry-based learning]]
* [[Problems first]]
* [[Bloom's two sigma problem]]
* [[Cramming]]
* [[Micro-learning]]
* [[Retention]]
* [[See one do one teach one]]
* [[Interleaving]] (this page already exists, but is currently just a collection of links)
* Cold start problem for learning a bunch of related ideas (different from the current [[cold start]])

Things to do:

* Try to improve on the advantages/disadvantages section for the [[cold calling]] article, adding more columns and perhaps merging into a single table
* Try to bring [[polling]], [[group calling]], and [[quiet prompt]] into a similar format as [[cold calling]] (and perhaps improve cold calling in the process)
* Expand at least one review technique page and figure out a shared structure that can be rolled out to other review technique pages

Feynman technique

2023-12-07T21:01:34Z

Vipul: /* See also */

{{live unguided learning technique}}
{{review technique}}

== Definition ==

The '''Feynman technique''' is a [[learning technique]] designed to deeply understand a topic (through its use of retrieval, invoking the [[testing effect]]) and to reduce the [[illusion of explanatory depth]]. It can be thought of as a variant of the idea of [[learning by teaching]], albeit without necessarily having an actual counterpart student/learner. It may be used both as a ''initial'' learning technique (when first learning material) or as a ''review'' technique (when reviewing material previously learned).

The Feynman technique works as follows. Like [[recursive recall]], it involves recalling the details of a topic starting from a high level outline and recursively expanding it to the details. However, unlike recursive recall, the goal is to also progressively simplify to the point that the material is obvious.

==History==

TODO: add relevant Feynman quotes/anecdotes here.

* "I first got the idea from this method from the Nobel prize winning physicist, Richard Feynman. In his autobiography, he describes himself struggling with a hard research paper. His solution was to go meticulously through the supporting material until he understood everything that was required to understand the hard idea."<ref>http://calnewport.com/blog/2012/10/26/mastering-linear-algebra-in-10-days-astounding-experiments-in-ultra-learning/</ref>
* "“[He] opened a fresh notebook. On the title page he wrote: NOTEBOOK OF THINGS I DON’T KNOW ABOUT. For the first but not last time he reorganized his knowledge. He worked for weeks at disassembling each branch of physics, oiling the parts, and putting them back together, looking all the while for the raw edges and inconsistencies. He tried to find the essential kernels of each subject.”"<ref>http://calnewport.com/blog/2015/11/25/the-feynman-notebook-method/</ref>

The technique (in its modern form) seems to have been created/popularized by [[Scott Young]] around August 2011.

==See also==

* [[Learning by teaching]]
* [[Self-explanation]]
* [[Benjamin Franklin writing technique]]

==References==

<references/>

==External links==

* [https://www.youtube.com/watch?v=IDB_3S1ezsc My Biggest Studying Mistake - The Feynman Technique]: This video goes over best practices and pitfalls applying the Feynman technique

Learning by teaching

2023-12-07T21:01:10Z

Vipul: Created page with "{{review technique}} ==Definition== '''Learning by teaching''' refers to a technique where one reviews material by explaining it to others. The learner being taught to may b..."

{{review technique}}

==Definition==

'''Learning by teaching''' refers to a technique where one reviews material by explaining it to others. The learner being taught to may be a dummy (i.e., not actually capable of learning from the explanation), an asynchronous learner (e.g., teaching by recording audio or video or writing text for future consumption), a live learner who is less knowledgeable about the material, or a live learner who is more knowledgeable about the material.

Feynman technique

2023-12-07T20:57:13Z

Vipul:

{{live unguided learning technique}}
{{review technique}}

== Definition ==

The '''Feynman technique''' is a [[learning technique]] designed to deeply understand a topic (through its use of retrieval, invoking the [[testing effect]]) and to reduce the [[illusion of explanatory depth]]. It can be thought of as a variant of the idea of [[learning by teaching]], albeit without necessarily having an actual counterpart student/learner. It may be used both as a ''initial'' learning technique (when first learning material) or as a ''review'' technique (when reviewing material previously learned).

The Feynman technique works as follows. Like [[recursive recall]], it involves recalling the details of a topic starting from a high level outline and recursively expanding it to the details. However, unlike recursive recall, the goal is to also progressively simplify to the point that the material is obvious.

==History==

TODO: add relevant Feynman quotes/anecdotes here.

* "I first got the idea from this method from the Nobel prize winning physicist, Richard Feynman. In his autobiography, he describes himself struggling with a hard research paper. His solution was to go meticulously through the supporting material until he understood everything that was required to understand the hard idea."<ref>http://calnewport.com/blog/2012/10/26/mastering-linear-algebra-in-10-days-astounding-experiments-in-ultra-learning/</ref>
* "“[He] opened a fresh notebook. On the title page he wrote: NOTEBOOK OF THINGS I DON’T KNOW ABOUT. For the first but not last time he reorganized his knowledge. He worked for weeks at disassembling each branch of physics, oiling the parts, and putting them back together, looking all the while for the raw edges and inconsistencies. He tried to find the essential kernels of each subject.”"<ref>http://calnewport.com/blog/2015/11/25/the-feynman-notebook-method/</ref>

The technique (in its modern form) seems to have been created/popularized by [[Scott Young]] around August 2011.

==See also==

* [[Self-explanation]]
* [[Benjamin Franklin writing technique]]

==References==

<references/>

==External links==

* [https://www.youtube.com/watch?v=IDB_3S1ezsc My Biggest Studying Mistake - The Feynman Technique]: This video goes over best practices and pitfalls applying the Feynman technique

Active recall

2023-12-07T20:55:05Z

Vipul: /* Active recall as a specific place in the spectrum of methods of recall */

{{review technique}}

== Definition ==

'''Active recall''' is a way of reviewing information by actively trying to remember it, without (initially) accessing the answer. For general context, see [[summary table of methods of recall]].

=== Active recall as an idea ===

The idea behind active recall is the [[testing effect]], which says that knowledge gets reinforced more by actively attempting to recall it (i.e., by being tested on it) than just by being exposed to it again. In this broad sense, the more one tries to recall, the more "active" one's recall is.

=== Active recall as a specific place in the spectrum of methods of recall ===

The term '''active recall''' is often used for "depth one" ''cued'' active recall, namely trying to recall the answer to a specific, preformulated question (called a [[prompt]]). The simplest implementation is [[quiz and recall]] using techniques such as flashcards. This distinguishes it from other (in-spirit active) forms of recall, such as [[recursive recall]], [[algorithmic recall]], and [[exercise]]s that (indirectly) require a recall.

Active recall

2023-12-07T20:54:55Z

Vipul: /* Active recall as a specific place in the spectrum of methods of recall */

{{review technique}}

== Definition ==

'''Active recall''' is a way of reviewing information by actively trying to remember it, without (initially) accessing the answer. For general context, see [[summary table of methods of recall]].

=== Active recall as an idea ===

The idea behind active recall is the [[testing effect]], which says that knowledge gets reinforced more by actively attempting to recall it (i.e., by being tested on it) than just by being exposed to it again. In this broad sense, the more one tries to recall, the more "active" one's recall is.

=== Active recall as a specific place in the spectrum of methods of recall ===

The term '''active recall''' is often used for "depth one" ''cued'' active recall, namely trying to recall the answer to a specific, preformulated question (called a [[prompt]]). The simplest implementation is [[quiz and recall]] using techniques such as flashcards. This distinguishes it from other (in-spirit active) forms of recall, such as [[recursive call]], [[algorithmic recall]], and [[exercise]]s that (indirectly) require a recall.

Active recall

2023-12-07T20:54:35Z

Vipul: /* Active recall as a specific place in the spectrum of methods of recall */

{{review technique}}

== Definition ==

'''Active recall''' is a way of reviewing information by actively trying to remember it, without (initially) accessing the answer. For general context, see [[summary table of methods of recall]].

=== Active recall as an idea ===

The idea behind active recall is the [[testing effect]], which says that knowledge gets reinforced more by actively attempting to recall it (i.e., by being tested on it) than just by being exposed to it again. In this broad sense, the more one tries to recall, the more "active" one's recall is.

=== Active recall as a specific place in the spectrum of methods of recall ===

The term '''active recall''' is often used for "depth one" ''cued'' active recall, namely trying to recall the answer to a specific, preformulated question. The simplest implementation is [[quiz and recall]] using techniques such as flashcards. This distinguishes it from other (in-spirit active) forms of recall, such as [[recursive call]], [[algorithmic recall]], and [[exercise]]s that (indirectly) require a recall.

User:Vipul

2023-12-07T20:50:49Z

Vipul: