By James M. Lang

ISBN-10: 111894450X

ISBN-13: 9781118944509

Small educating fills the space in greater schooling literature among the first study in cognitive concept and the study room setting. whereas different books supply study with no concrete examples or just introduce radical theories that eventually are usually not necessary within the school room, this publication bargains uncomplicated interventions that may be built-in into pre-existing thoughts in addition to transparent descriptions of the way to take action. The time period "small educating" refers to an procedure that seeks to spark confident switch within the school room via small yet strong alterations to direction layout and educating practices. A small educating technique or task may well take certainly one of 3 types: short school room or on-line studying actions, one-time interventions in a direction, or small ameliorations in path layout or conversation with scholars.

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One-time activities like the Minute Thesis or a mindful practice session, which likewise require minimal preparation or grading, can also serve as a back pocket technique that an instructor could use on a day when a sick child or medical emergency or mental health day has reduced or eliminated normal preparation time. Yet such activities, which may first find their way into your classroom as a means of filling an empty 10 minutes at the end of class or an unplanned course session, have the power to produce as much or more learning than your anxiously overprepared lecture.

That's powerful evidence—as powerful as anything I have seen in the learning research, including in studies devoted to grand slam approaches that grab the headlines of the Chronicle of Higher Education or other publications of our profession. In further service to the argument that small and incremental approaches can have great power (and to the fact that we are all busy), you will find a variety of levels at which you can understand the small teaching strategies recommended in each chapter. You will have the richest understanding of any given small teaching approach by reading the chapter in its entirety, of course, but you can also drop into the practical application sections in the latter half of the chapters if you are looking for fast and immediate help.

Before we start, can anyone remind me what we talked about in class on Monday? How about what we were working on last week? Before I introduce the third major theory we will explore in the course, what have been the two main theories we have discussed thus far? We've seen several experiments in this area already this semester. Can someone remind me of the results we observed? I should note from personal experience that if you have never tried this before, you might be surprised and disappointed at how difficult students will initially find such retrieval exercises.

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Small Teaching: Everyday Lessons From the Science of Learning by James M. Lang


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