User:Vipul: Difference between revisions
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* [[Micro-learning]] | * [[Micro-learning]] | ||
* [[Retention]] | * [[Retention]] | ||
* [[See one do one teach one]] | * [[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) | * [[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]]) | * Cold start problem for learning a bunch of related ideas (different from the current [[cold start]]) | ||
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* Cognitivism and constructivism | * Cognitivism and constructivism | ||
* Explainer-learner dynamics: [[fear of asking questions]] (rogophobia) on learner's part vs comfort with asking questions | * 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: | 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 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) | * 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 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 | |||
Latest revision as of 15:46, 7 April 2024
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, 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., this)
- Attention-encoding-storage-retrieval (e.g., 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 here)
- Active learning (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 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); this is a good starting point