Educational Pedagogy

Multimodal learning is teaching a concept through visual, auditory, reading, writing, and kinaesthetic methods. It is meant to improve the quality of teaching by matching content delivery with the best mode of learning from the student.

Via Elizabeth E Charles

We are going to be discussing many aspects of interactive learning materials, so we might as well agree on a common working definition. Since the start of eLearning, many things have happened and many more will for sure. For those committed to the learning and engagement of their learners, the idea of an interactive material should by now be well beyond having a place where you can see some images and click next. When we talk about interactive learning materials, it means that the learner is not passively going through and trying to sip in the contents but it means that they have to solve problems, make decisions, look for pieces of information, test assumptions and take risks.

Via Elizabeth E Charles

Want to know about the relationship between Andragogy and Pedagogy? Check about moving from Pedagogy To Andragogy, where students become teachers.

Via Chris Carter, Elizabeth E Charles

"Traditionally, we give and receive feedback at the end of projects, assignments, and units. But is this the best way to ensure progress? Researchers are saying it’s not, especially when it comes to encouraging creativity. For optimal academic achievement, teachers and students should consider placing feedback somewhere in the middle. In their study, “

Via Elizabeth E Charles, Miloš Bajčetić, Stephania Savva, Ph.D, Sabrina M. BUDEL, malek, Andreas Christodoulou, Mark E. Deschaine, PhD

Research on the forgetting curve has revealed some shocking statistics. Within one hour, people will have forgotten an average of 50 % of new information. Within 24 hours, they have forgotten an average of 70 % of the new information, and within a week, they will have forgotten 90 % of it. Of course, it’s not the same for everybody, but it’s still pretty disconcerting.

And this fact is the problem with corporate training – most of it goes to waste. Most of what your employees have learned will be forgotten unless you employ what is known as “spaced repetition.”

Via Elizabeth E Charles

Learning anything comes with some kind of labour whether it’s time spent, a search for meaning, or a simple struggle to understand. After all, every learner is different. With those differences will come the process of overcoming learning barriers of every definition. You won’t always see them coming if you’re a teacher, but there are ways to help your learners get over them.

Here we have 6 of the most efficient methods for giving your learners the upper hand with overcoming learning barriers as they appear.

Via Elizabeth E Charles

Even if you weren’t born with some of these qualities, you can develop them.

 

American higher education seems to be experiencing a kind of teaching renaissance. Articles on the subject proliferate on this site and others, suggesting a renewed interest and commitment to the subject across academe.

Via Elizabeth E Charles

Getting faculty on board with active learning is key to improving student outcomes; as such, incorporating these learning strategies requires buy-in from both instructors and students. Although active learning is any instructional method that engages students, it actually goes beyond engagement and requires students to perform meaningful learning activities and think about what they are doing.1 But for faculty, the time and preparation needed to create and deliver these activities can be obstacles.

Via Elizabeth E Charles

In addition to literacy strategies, approaches to assessment, and grouping strategies (among many others), knowing the right teaching strategy for the right academic situation may not be a matter of expertise or training, but memory: out of sight, out of mind, yes?

Which makes the following infographic from fortheteachers.org useful.

While it doesn’t offer definitions and explanations for each strategy (it’s an infographic, not a book), and many great strategies are missing (e.g., 3-2-1, exit slip, project-based learning, accountable talk, ask a question, etc.) it does work well as a kind of reminder for what’s possible, even offering categories for each strategy, from progress monitoring (think-pair-share, KWL charts), to Note-Taking (graphic organizers).

There are 87 instructional strategies listed below, but several are repeated across categories, so let’s call it “50+” strategies.

Via John Evans, Dean J. Fusto, Elizabeth E Charles