User:Vipul: Difference between revisions
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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 | * 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 | ||
Revision as of 05:11, 28 December 2023
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., 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