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Teaching > Misc > Flashcards

Misc Flashcards

1
Q

Pershan’s Pyramid of Teaching Greatness

A

Start with specifics, then make a generalization, then apply that to specifics again. (See: Koch Snowflake)

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2
Q

CTML Redundancy Principle

A

People learn better from graphics and narration when there isn’t printed text

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3
Q

Conceptual understanding is good for

A

Course correction, flexibility, why it works, which strategy, connect to prior knowledge

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4
Q

Three stages of learning

A

Encoding, consolidation, retrieval

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5
Q

Rosenshine’s principles

A

Review, small chunks, lots of questions, check responses, provide models, guide practice, check for understanding, high success rate, scaffolds, independent practice, review

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6
Q

Motivational handover is

A

Transitioning from temporary extrinsic motivation to intrinsic motivation

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7
Q

Three times to check for understanding

A

Check for understanding, check for retrieval, check for remembering

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8
Q

Hypothesis Model for observation

A

Make a prediction about engagement, learning, etc, then test it by asking a kid or looking for specific markers

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9
Q

Working memory vs attention

A

Lots of overlap, some places where they’re distinct. Attention is a gateway to working memory, working memory directs attention

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10
Q

Classic Cognitive Load Theory results

A

Times 3/minus 69, goal-free problems, worked examples

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11
Q

Principles to Actions practices

A

Goals, tasks, representations, discourse, questions, fluency from understanding, struggle, elicit evidence

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12
Q

Expertise reversal effect

A

Experts benefit from open-ended exploration and projects; novices benefit from more structured and goal-oriented learning activities

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13
Q

Pershan on multiplication

A

Memorization is important, strategies aren’t, rehearse before practicing, not too many at once, short-circuit strategies with time limits

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14
Q

Pershan on homework

A

More benefits for older students, frequency helps, length doesn’t, avoid stress, families want to know what’s happening

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15
Q

Pershan on addition

A

Memorization matters, strategies matter, being good at addition matters

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16
Q

Embedding Formative Assessment

A

Learning intentions, activities that elicit evidence, providing feedback, resources for one another, owning learning

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17
Q

Variation Theory

A

We notice things that change, not things that stay the same

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18
Q

Before a worked example

A

Notice and remember

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19
Q

Incremental rehearsal

A

Mix in to-be-learned facts with known facts at increasing intervals

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20
Q

Three types of load in CLT

A

Intrinsic load, extraneous load, germane load

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21
Q

Anxious kids

A

Don’t ask them what’s making them anxious

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22
Q

Conceptual or procedural first?

A

Depends on conceptual difficulty vs procedural difficulty

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23
Q

FLMOP

A

Front-load the means of participation

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24
Q

4 Ps

A

Positive, patient, private corrections, no power struggles

25
Q

MTR components of management

A

Presence, proactive management, reactive management

26
Q

Split Attention Effect

A

Students learn less when they have to pay attention to and integrate concepts from different places. Integrate text into visuals, etc.

27
Q

Google Effect

A

A tendency to forget information that we know can be easily looked up in the future. There is some debate about the robustness of the result.

28
Q

Knowing-doing gap

A

Knowing how to do something and putting it into regular practice are not the same thing

29
Q

Forgetting vs acquisition (Rivera-Lares)

A

Forgetting is independent of strength of initial acquisition

30
Q

David Ausubel on educational psychology

A

The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly

31
Q

Project Follow Through

A

Largest educational RCT ever, over 300,000 students, clear winner was Direct Instruction

32
Q

Barton’s sequence

A

Atoms, worked example, fluency practice, intelligent practice, method selection, mixed practice

33
Q

Major explicit instruction paper

A

Hughes et al - five pillars, seven common attributes

34
Q

Three benefits of SSDD questions

A

Retrieval practice, attention attenuation, discriminative constant

35
Q

Ideas are

A

Lindy

36
Q

Geary’s distinction

A

Biologically primary vs biologically secondary knowledge. Primary - folk psychology, folk physics, social cues, survival, etc, we learn from the environment. Secondary - need instruction or apprenticeship. We are more motivated to learn biologically primary knowledge.

37
Q

Productive failure

A

Manu Kapur, swapping PS-I or I-PS, only effective above 5th grade, larger effect for older students, questions about methodology, effect seems to be about prerequisite knowledge

38
Q

Two types of memory strength

A

Retrieval strength, storage strength

39
Q

Tacit knowledge

A

Knowledge that we have, but we don’t know we have. Often physical but not always. Inflexible knowledge is not tacit, flexible knowledge is.

40
Q

Curse of knowledge

A

Asymmetry: we think our explanations are better than we are. Example: tapping study, tappers thought 50% of listeners would get it right, actual only 3/120

41
Q

Likely effect of AI via Wiliam

A

Novices get worse, experts get better

42
Q

Three stages of learning

A

Cognitive, associative, automatic

43
Q

Novice vs expert

A

Relies on long-term memory, has clear mental representations, automatic procedural knowledge, tacit knowledge, flexible knowledge

44
Q

Fidgets (Graziano 2018)

A

Reduce activity in the short term but not long term, decrease attention

45
Q

Dartmouth scar experiment

A

Participants thought they had a visible scar but they did not. Participants reported higher levels of discrimination.

46
Q

Antifragile

A

What doesn’t kill you makes you stronger. Bones, muscles, stress, etc.

47
Q

Two major mathemantic effects

A

Minimally guided for novices, extended uni-directional lecturing

48
Q

Nuthall on methods

A

Some teachers who think they use the same method teach very differently, some teachers who think they use different methods teach the same

49
Q

Eight-Year Study

A

A study of progressive education in the 1930s, 29 model schools went very progressive. Students were about equal in college to control groups on average with some evidence of benefits. Study limited by the population of college-going students

50
Q

Complex vs complicated

A

Complex is raising a kid, complicated is sending a man to the moon

51
Q

Ark Soane questioning stages

A

Attention, rehearsal/retrieval, check for understanding

52
Q

Is multi-tasking possible?

A

No. You’re task-switching.

53
Q

The Mind is Flat

A

We tell ourselves stories to make sense of what’s happening. Suggestibility, precedents not principles, window of perception is narrow.

54
Q

Kind vs wicked learning environments

A

Kind: stable rules, repetitive patterns, consistent feedback. Wicked: rules change, delayed or absent feedback

55
Q

Hardest thing Dylan Wiliam ever did

A

Accept that the way he liked to teach math might be widening achievement gaps

56
Q

Solow on lack of evidence

A

As if we were to discover that it is impossible to render an operating-room perfectly sterile and conclude that therefore one might as well do surgery in a sewer.

57
Q

Adapting word problems to be about students’ interests

A

Some negative effects, some mixed effects. Links in Dan’s blog post. Don’t stress about it.

58
Q

Examples of iatrogenesis in mental health

A

Bad Therapy loc 253 - police officers, burn victims, breast cancer patients

Teaching (2 decks)

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