The Latest Research on Teaching and Learning

Facilitator(s): Miguel Guhlin (@tceajmg) | https://tinyurl.com/tceautm

SessioN Description

Discover what the latest research says about the most effective and efficient ways to impart learning to students and adults.

Let's find ways to unlock the mind by translating brain science into better teaching.

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Session Materials

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How to Make Flexible, Data-Informed Student GroupsDon't let behavior or ability levels determine your student groups! Here's a five-step process for flexible, data-informed student grouping.

Research for Further Reading and Exploration

"Enhancing learning and retarding forgetting: choices and consequences" by Pashler H, Rohrer D, Cepeda NJ, Carpenter SK. This article discusses strategies to enhance learning and minimize forgetting, emphasizing the timing of reviews and tests to optimize memory retention. Psychon Bull Rev. Apr;14(2):187-93.
"When does feedback facilitate learning of words?" by Pashler H, et al. This study explores the conditions under which feedback can be most effective in facilitating the learning of new vocabulary, highlighting the importance of timely and appropriate feedback for learning. J Exp Psychol Learn Mem Cogn. Jan;31(1):3-8.
"A systems identification approach using Bayes factors to deconstruct the brain bases of emotion regulation" by Ke Bo, Thomas E. Kraynak, Mijin Kwon, Michael Sun, Peter J. Gianaros, Tor D. Wager. This study identifies brain regions involved in emotion regulation, providing insights into how emotional states can affect learning and decision-making. Nature Neuroscience, 2024; DOI: 10.1038/s41593-024-01605-7.
Cognitive Load:
- "Cognitive load theory: Research that teachers really need to understand". This article provides an overview of cognitive load theory and its implications for instructional design, emphasizing strategies to manage cognitive load for more effective learning. PDF.
- "Cognitive load theory, educational research, and instructional design". This article discusses cognitive load theory and its application in educational research and instructional design, offering insights into how to design learning activities that do not overwhelm students' working memory. Springer.
- "Well-Being as a Cognitive Load Reducing Agent: A Review of the Literature". This review article discusses how student well-being can act as a cognitive load-reducing agent, suggesting that promoting well-being in educational settings can enhance learning outcomes. Frontiers in Education, Volume 4 - 2019.
"10 Most Effective Tips For Using Brain-Based Teaching & Learning". This article provides practical tips for educators on how to apply brain-based teaching and learning strategies in the classroom, emphasizing engagement, strategies, and principles based on neuroscience research. Brain-Based Learning.

The Feynman Technique

The Feynman Technique is a learning strategy named after the famous physicist Richard Feynman. It involves four simple steps to deeply understand a concept:

1. Choose a concept you want to learn and write it down at the top of a blank sheet of paper.

2. Explain the concept in your own words as if you were teaching it to someone else, like a child. Write down your explanation without using any resources.

3. As you write, identify any gaps or areas where your understanding is shaky or incomplete. Go back to the source material and fill in those gaps.

4. Review and simplify your explanation so that it is clear, concise, and easy to understand.

Feynman Technique Example - Grades 3-5 new Science TEKS

Concept: States of Matter (TEKS §112.15.b.5.A)

1. Write the concept: "States of Matter"

2. Explain in your own words:

"Matter can exist in three main states: solid, liquid, and gas. Solids have a definite shape and volume, and their particles are packed tightly together. Liquids have a definite volume but no definite shape, and their particles are close together but can move around. Gases have no definite shape or volume, and their particles are far apart and move freely."

3. Identify gaps:

- What causes matter to change states?

- How are the particles arranged and moving in each state?

4. Simplify and review the explanation:

"Matter can exist as a solid, liquid, or gas. In a solid, the particles are packed tightly together and cannot move freely, giving it a definite shape and volume. In a liquid, the particles are close together but can slide past each other, so liquids have a definite volume but take the shape of their container. In a gas, the particles are spread far apart and move rapidly, so gases have no definite shape or volume. Changes in temperature can cause matter to change between these states."

TCEA Courses

Did you know? TCEA will soon be offering Technology Applications:TEKS for K-2 and other grade level courses. Look for them via our TCEA Courses website. In the meantime, explore key concepts below.

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