Connecting Teaching to Evidence - Resources by order of appearance

Resources by order of appearance

Introduction and Overview

Learning styles:

Learning styles: Concepts and evidence (Pashler, McDaniel, Rohrer, & Bjork, 2008)

The Myth of Learning Styles (Riener & Willingham, 2010)

On the amazing longevity of the learning styles notion, and what cognitive science has to say about it

Connecting Course Design

Principles from learning science:

Karpicke, J. D., & Roediger Iii, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968. https://doi.org/10.1126/science.1152408

McDaniel, M. A., Roediger, H., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.

Pastötter, B., & Bäuml, K. H. T. (2014). Retrieval practice enhances new learning: The forward effect of testing. Frontiers in Psychology, 5(APR), 1–5. https://doi.org/10.3389/fpsyg.2014.00286

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction. Educational Psychology Review, 24(3), 369–378. https://doi.org/10.1007/s10648-012-9205-z

Bransford, J. D., & Schwartz, D. L. (2001). Rethinking Transfer: A Simple Proposal With Multiple Implications. Review of Research in Education Chapter 3 American Educational Research Association AERA Review of Research Award Winner, 24(AERA), 61–100. Retrieved from https://aaalab.stanford.edu/papers/Rethinking_transfer_a_simple_proposal_with_multiple_implications.pdf

Neuromyths and misunderstandings:

International Report: Neuromyths and evidence-based practices in higher education

Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P. A., Anderson, A., Borja, C., … Dekker, S. (2019). International report: Neuromyths and evidence-based practices in higher education, (September), 1–115. Retrieved from https://onlinelearningconsortium.org/read/international-report-neuromyths-and-evidence-based-practices-in-higher-education/

Simons, D. J., & Chabris, C. F. (2011). What people believe about how memory works: A representative survey of the U.S. population. PLoS ONE, 6(8). https://doi.org/10.1371/journal.pone.0022757

Chabris, C. F., & Simons, D. J. (2010). The Invisible Gorilla: And Other Ways our Intuitions Deceive Us. New York: Crown.

Classroom technology, distraction and the great debate over laptops:

Laptops are Great, but Not During a Lecture or Meeting

The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking

Mueller, P. a, & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581

How Much Mightier Is the Pen than the Keyboard for Note-Taking ? A Replication and Extension of Mueller and Oppenheimer ( 2014 )

Morehead, K., Dunlosky, J., & Rawson, K. A. (2019). How Much Mightier Is the Pen than the Keyboard for Note-Taking ? A Replication and Extension of Mueller and Oppenheimer ( 2014 ). Educational Psychology Review, 1–28. https://doi.org/10.1007/s10648-019-09468-2

A new replication study revives the question: Is taking notes by hand really better for students?

Let’s Ban the Classroom Technology Ban

On Banning Laptops...Again. (Sigh)

Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics

Addiction, Accommodation, and Better Solutions to the Laptop Problem

Berry, M. J., Westfall, A., Berry, M. J., & Westfall, A. (2017). Dial D for Distraction : The making and breaking of cell phone policies in the college classroom. College Teaching, 63(2), 62–71. https://doi.org/10.1080/87567555.2015.1005040

Distracted Classroom Series by James Lang:

Examples of quality resources we can suggest:

Tea for Teaching podcast

Teaching in Higher Ed podcast

Leading Lines podcast

How Humans Learn book

Flipped Learning book

33 Simple Strategies for Faculty book

Why Don't Students Like School book

Multimedia Learning book

Small Teaching book

The Learning Scientists web site

retrievalpractice.org web site

Connecting Faculty

Possible impacts on student evaluations:

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 1–7. https://doi.org/10.1073/pnas.1821936116

Tea for Teaching episode on gender bias in evaluations: http://teaforteaching.com/category/teaching-evaluations/

Teaching in Higher Ed episode with Viji Sathy and Kelly Hogan on inclusified teaching evaluation: https://teachinginhighered.com/podcast/inclusified-teaching-evaluation/

Connecting Students

Metacognition and the Attention Matters project:

Online activities for teaching students about technology, distraction, and learning. In Harnish, R. (Ed.), The Impact of Technology on How Instructors Teach and How Students Learn. Society for the Teaching of Psychology E-book.

Attention Matters! A freestanding resource to teach students about attention and multitasking

Can millenials pay attention to classwork while texting, tweeting, and being on Facebook?

Tweet and you’ll miss it

Impacts of evidence-based teaching strategies:

Pennebaker, J. W., Gosling, S. D., Ferrell, J. D., Apfel, N., & Brzustiski, P. (2013). Daily online testing in large classes: Boosting college performance while reducing achievement gaps. PLoS ONE, 8(11), e79774. https://doi.org/10.1371/journal.pone.0079774

Want to Reach All of Your Students? Here’s How to MakeYour Teaching More Inclusive (Chronicle of Higher Education advice guide by Viji Sathy and Kelly Hogan)

Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE Life Sciences Education, 13(3), 453–468. https://doi.org/10.1187/cbe.14-03-0050

Schwartz, S. E. O., Kanchewa, S. S., Rhodes, J. E., Gowdy, G., Stark, A. M., Paul, J., & Parnes, M. (2018). “ I ’ m Having a Little Struggle With This , Can You Help Me Out ? ” : Examining Impacts and Processes of a Social Capital Intervention for First-Generation College Students, 166–178. https://doi.org/10.1002/ajcp.12206

Transparency in Learning and Teaching project

Connecting Leadership

Leadership and learning sciences: Better teaching from the top down

Is the Educational Technology Revolution Losing Steam? What Academic Leaders Can Do to Keep Us Moving Forward

Connecting Entities Outside of Higher Education

How to Make Smart Choices About Tech for Your Course (Chronicle of Higher Education advice guide by Michelle Miller)

Trust, Agency, and Connected Learning

Tea for Teaching episode with Rolin Moe critiquing the role of third-party and for-profit companies in teaching: http://teaforteaching.com/48-the-culture-of-edtech/