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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

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25
Q

MTR components of management

A

Presence, proactive management, reactive management

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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.

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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.

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28
Q

Knowing-doing gap

A

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

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29
Q

Forgetting vs acquisition (Rivera-Lares)

A

Forgetting is independent of strength of initial acquisition

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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

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31
Q

Project Follow Through

A

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

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32
Q

Barton’s sequence

A

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

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33
Q

Major explicit instruction paper

A

Hughes et al - five pillars, seven common attributes

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34
Q

Three benefits of SSDD questions

A

Retrieval practice, attention attenuation, discriminative constant

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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

59
Q

Radvansky et al re: Ebbinghaus

A

Ebbinghaus works for short time scales, linear is better for long time scales, less true for episodic memory

60
Q

Whitehead on thinking

A

Civilization advances by extending the number of important operations which we can perform without thinking about them

61
Q

Instrumental vs relational study

A

Pesek & Kirschner, finds relational only is better than instrumental + relational. Small sample, small effect, seems like instruction was just bad

62
Q

Mechanism for memory of high-value associations (relevance)

A

Covet reactivation (Oudiette et al, 2013

63
Q

Keys to trauma resilience

A

Confidence, optimism, challenge

64
Q

Scottish education lesson

A

Went all in on skills over knowledge, failed miserably (Christodolou)

65
Q

Finnish education lesson

A

Declining performance. One possibility: too much tech

66
Q

How big is public ed?

A

13k districts, 90k schools, 3m teachers, 65m students

67
Q

Authoritative vs authoritarian

A

Clear rules, expectations, and boundaries vs power and control

68
Q

Large tutoring study in Australia (via Meyer)

A

Experimental group learned less

69
Q

Levels of processing model

A

When we think in terms of meaning, memory is stronger. Hypothesized to be about linking with prior knowledge

70
Q

Does wanting to remember something help to remember it?

A

No. Hyde and Jenkins, 1973

71
Q

Two types of long-term memory

A

Explicit and implicit

72
Q

Implicit memory is

A

Procedural memory (motor skills but also things like reading, other tacit-knowledge-based stuff), conditioning, maybe some other stuff

73
Q

Explicit memory is

A

Semantic memory and episodic memory. Episodic seems stronger.

74
Q

Examples of big technological hopes

A

As far back as radio, motion pictures, to Individually Prescribed Instruction in 1965 (sounds like contemporary personalization) to what we do today

75
Q

Examples of motivation failures outside traditional education

A

MOOCs 15% completion, Duolingo 1%, online charter schools actively depress learning

76
Q

Gall’s Law

A

All complex systems that work evolved from simpler systems that worked. If you want to build a complex system that works, build a simpler system first, and then improve it over time.

77
Q

Learning in context

A

Learning is bound to contexts – performance is highest in the context where learning happened, and learning in multiple contexts improves performance – but the effects are small

78
Q

Emotions and learning

A

Emotions improve memory, especially curiosity, but beware - mild emotions are helpful, but intense emotions can cause extraneous cognitive load

79
Q

Types of goals in an academic context

A

Learning goals vs performance goals (approach vs avoidance)

80
Q

Pygmalion effect

A

Self-fulfilling prophecy, importance of expectations. Mixed bag with replication, real effect seems small

81
Q

Immediate vs delayed feedback

A

Immediate is better if the feedback focuses on the outcome, delayed is better if it focuses on processes or metacognition

82
Q

Attention contagion

A

Attention and inattention are contagious, inattention more so (mixed reviews, Forrin 2024)

83
Q

High stakes tests v achievement

A

In low-achievement systems they drive improvement, in high-achievement systems they are correlated with slight decline. Bergbauer, Hanushek

84
Q

Abstract vs concrete examples (Kaminski et al)

A

Solution strategies less likely to transfer from concrete situations, concrete situations often introduce extraneous information

85
Q

DEAR

A

Doesn’t work. It’s unclear if the kids who need it are even reading, much less learning. Willinghan/Shanahan

86
Q

Not SMART goals…

A

FAST goals - frequently discussed, ambitious, specific, transparent

87
Q

Rewards that don’t affect intrinsic motivation

A

Unexpected and task-noncontingent rewards (Deci et al)

Teaching (3 decks)

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