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

By James M. Lang

Small instructing fills the distance in greater schooling literature among the first examine in cognitive thought and the school room surroundings. whereas different books offer study with no concrete examples or just introduce radical theories that finally are usually not worthwhile within the lecture room, this e-book deals 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 instructing" refers to an process that seeks to spark confident switch within the lecture room via small yet strong differences to path layout and educating practices. A small educating technique or job might take one among 3 types: short school room or on-line studying actions, one-time interventions in a direction, or small transformations in direction layout or conversation with scholars.

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By James M. Lang

Small instructing fills the distance in greater schooling literature among the first examine in cognitive thought and the school room surroundings. whereas different books offer study with no concrete examples or just introduce radical theories that finally are usually not worthwhile within the lecture room, this e-book deals 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 instructing" refers to an process that seeks to spark confident switch within the lecture room via small yet strong differences to path layout and educating practices. A small educating technique or job might take one among 3 types: short school room or on-line studying actions, one-time interventions in a direction, or small transformations in direction layout or conversation with scholars.

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Additional info for Small Teaching: Everyday Lessons From the Science of Learning

Sample text

I had been blessed for the past several years with invitations to present workshops for college instructors on teaching and learning in higher education at other institutions, an endeavor I welcomed and enjoyed. When I first began presenting, I relished the chance to speak to my fellow college and university teachers about major transformations they could make to their courses. Unfortunately, I was usually making such visits during the middle of a semester, which meant that workshop participants had to wait until the following semester to implement any of my suggestions.

His commitment to higher education and to publishing excellent books made him an ideal editor. Pete Gaughan and Connor O'Brien proved equally dedicated to the project, and my thanks especially to Connor for his developmental notes on the first draft of the book. Two outside reviewers also helped improve the book in many important ways, and I am grateful to them as well. Assumption College gave me the sabbatical that enabled me to draft the book and to meet my deadlines, and many colleagues there, both faculty and administrative, have been supportive of my work.

I replied. She looked up as if seeing me for the first time, and she smiled sheepishly. “Oh gosh,” she said. ” “It's OK,” I said. “No problem. Medium green tea. ” The next time I showed up at the coffee shop was a couple of days later. I walked in, found my spot, fired up the laptop, and approached my forgetful friend at the counter. ” This little story illustrates perfectly a learning phenomenon called the retrieval effect (and sometimes also called the testing effect). Put as simply as possible, the retrieval effect means that if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory.

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