Summary of James M. Lang's Small Teaching

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The media storm that erupted in 1956 upon the publication of a book titled Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain, was largely the result of a misused pyramid visual image. Today's college instructors often believe that the learning of facts and concepts comes beneath them, while higher cognitive activities like critical thinking and judgment are their primary concerns.
#2 We can't offload the responsibility for teaching our students basic knowledge to their elementary school teachers or to Google. We must develop a rich body of knowledge in our content areas, and this will help students engage in cognitive activities like thinking and evaluating and creating.
#3 We can't offload the responsibility for teaching our students basic knowledge to their elementary school teachers or to Google. We must develop a rich body of knowledge in our content areas, and this will help our students engage in cognitive activities like thinking and evaluating.
#4 If you want your students to have knowledge that they can use to practice their higher order cognitive skills, you must help them acquire that knowledge. Simple tweaks to the organization of your course and the order in which you introduce new material and review older material can provide a powerful boost to student mastery of knowledge.

Sujets

• Learning styles

Informations

• Publié par: Everest Media LLC
• Date de parution: 11 octobre 2022
• Nombre de lectures: 0
• EAN13: 9798350040050
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on James M. Lang's Small Teaching
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3
Insights from Chapter 1

#1

The media storm that erupted in 1956 upon the publication of a book titled Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain, was largely the result of a misused pyramid visual image. Today's college instructors often believe that the learning of facts and concepts comes beneath them, while higher cognitive activities like critical thinking and judgment are their primary concerns.

#2

We can't offload the responsibility for teaching our students basic knowledge to their elementary school teachers or to Google. We must develop a rich body of knowledge in our content areas, and this will help students engage in cognitive activities like thinking and evaluating and creating.

#3

We can't offload the responsibility for teaching our students basic knowledge to their elementary school teachers or to Google. We must develop a rich body of knowledge in our content areas, and this will help our students engage in cognitive activities like thinking and evaluating.

#4

If you want your students to have knowledge that they can use to practice their higher order cognitive skills, you must help them acquire that knowledge. Simple tweaks to the organization of your course and the order in which you introduce new material and review older material can provide a powerful boost to student mastery of knowledge.

#5

The retrieval effect means that if you want to retrieve knowledge from your memory, you must practice retrieving knowledge from your memory. The more times you practice remembering something, the more capable you become of remembering it in the future.

#6

The retrieval effect refers to the fact that if you want to retrieve knowledge from your memory, you must practice retrieving knowledge from your memory. The more times you practice remembering something, the more capable you become of remembering it in the future.

#7

Retrieval practice with flash cards helped students achieve higher scores on a quiz.

#8

Retrieval practice is needed for long-term learning.

#9

Retrieval practice is needed for long-term learning.

#10

The more times you practice remembering something, the more capable you become of remembering it in the future.

#11

The retrieval effect is the process of recalling information from your memory, and it requires practice. The more times you practice remembering something, the more capable you become of remembering it in the future.

#12

The retrieval effect refers to the fact that if you want to retrieve knowledge from your memory, you must practice retrieving knowledge from your memory. The more times you practice remembering something, the more capable you become of remembering it in the future.

#13

Retrieval practice is the process of recalling information from your memory, and it requires practice. The more times you practice remembering something, the more capable you become of remembering it in the future.

#14

The retrieval effect is the process of recalling information from your memory, and it requires practice. The more times you practice remembering something, the more capable you become of remembering it in the future.

#15

Retrieval practice is needed for long-term learning. The more times you practice remembering something, the more capable you become of remembering it in the future.

#16

The retrieval effect is the process of recalling information from your memory, and it requires practice. The more times you practice remembering something, the more capable you become of remembering it in the future.

#17

Retrieval practice is the act of recalling information from your memory, and it requires practice. The more times you practice remembering something, the more capable you become of remembering it in the future.

#18

Retrieval practice is the act of recalling information from your memory, and it requires practice. The more times you practice remembering something, the more capable you become of remembering it in the future.

#19

Miller's (2014) suggestions for improving retrieval practice in courses include: providing students with frequent quizzing, making sure that students can't access the next section of material until they take a brief quiz, and spacing out due dates so that quizzes and assessments are occurring on a regular and frequent basis.

#20

The retrieval effect is the process of recalling information from your memory, and it requires practice. Retrieval practice is the act of recalling information from your memory, and it requires practice.

#21

Retrieval practice is important for long-term learning. The more times you practice remembering something, the more capable you become of remembering it in the future. The retrieval effect is the process of recalling information from your memory, and it requires practice.

#22

Memory retrieval is important for long-term learning. The more times you practice recalling something, the more capable you become of remembering it in the future.

#23

Retrieval practice is the act of recalling information from your memory and it requires practice. The more times you practice recalling something, the more capable you become of remembering it in the future.

#24

Retrieval practice is the act of recalling information from your memory, and it requires practice. The more times you practice recalling something, the more capable you become of remembering it in the future.