For Teachers

References:(1) Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the myth: raining in education or neuroscience decreases but does not eliminate beliefs in neuromyths. Frontiers in Psychology, 8, 1314.(2) Lithander, M. P., Geraci, L., Karaca, M., & Rydberg, J. (2021). Correcting neuromyths: A comparison of different types of refutations.…

This is one of several principles listed under “Principles for Managing Essential Processing”. The segmenting principle suggests breaking down a complex presentation into manageable segments whose pace can be controlled by the learner. Mayer describes research where students were able to click an arrow key to progress through segments of a multimedia presentation (6). However,…

By Carolina Kuepper-Tetzel and Chiara HorlinFor today’s digest I teamed up with Dr Chiara Horlin who is a Lecturer (Assistant Professor) in Psychology at the University of Glasgow and an expert in neurodiversity and what role it plays in education. She has co-founded The Neurodiversity Network (see below) as a resource to support and represent…

References:(1)   Beier, M. E., & Ackerman, P. L. (2005). Age, ability, and the role of prior knowledge on the acquisition of new domain knowledge: Promising results in a real-world learning environment. Psychology and aging, 20(2), 341.(2)    Chi, M & Koeske, R. D. (1983). Network representation of child’s dinosaur knowledge. Developmental Psychology, 19(1), 29-39.(3)    Recht, D. R., &…

As adults, we are so used to this kind of thinking that we are hardly aware we are doing it, and even less aware that young people are still developing these important metacognitive skills. More importantly, as adults we can think about our thinking (like you just did). We have the gift of age (acquired…

“Before you begin, we wanted to tell you about a strategy that is extremely effective for learning: repeatedly self-testing. Research shows that people learn more from repeated testing than from repeated studying. This is illustrated in the Figure to the right which shows differences in final memory performance for Purdue students who repeatedly studied information…

References (1) Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding how we learn: A visual guide. Abingdon, Oxon: Routledge. (2) Bergs, J., Hellings, J., Cleemput, I., Zurel, Ö., Troyer, V. D., Hiel, M. V., Demeere, J.-L., Claeys, D., & Vandijck, D. (2014). Systematic review and meta-analysis of the effect of the World Health Organization surgical safety…

3. Learn R Resources by Carolina Kuepper-Tetzel, @pimpmymemoryThis is a list I have compiled with different open educational resources to learn R. R is a programming language for statistics. You can create fantastic data visualizations with R, too, and an increasing number of psychology researchers are using R for analyzing their data.

References:(1) Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236.(2) Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American psychologist, 63(8), 760.

5.    Observe students in a more purposeful, indepth way and more frequently. This is the most effective tool a teacher can use to build essential knowledge about their class.●    ‘Sit back’ more, and be consciously less directive and more observant.●   Watch students learn, taking note of specific behaviours, language and actions that promote collective learning,…