All in For Teachers
The conversation around generative AI in education is often dominated by a sense of apprehension. Will these powerful new tools encourage students to take shortcuts, offload their thinking, and sidestep the valuable productive struggle that leads to genuine learning?
The study I’m reviewing today took place in the laboratory, but examined a common situation in the classroom that might matter: note-taking. If students are able to take notes while learning, does that change the degree to which interleaving helps them?
In my last blog, I wrote about cognitive networks and implicit bias. The gist of the post was that our systems allow us to categorize and generalize, flexibly and automatically, and that this generally helps us. For example, we have some general rules …
I’m currently preparing teaching for the upcoming academic year. One focus for me has been student self-regulated learning and time management skills. So, as I’m developing resources for students and designing the curriculum, I refer to research to understand students’ motivations to pick up and stick with effective learning strategies. Today’s post is a previously published blog post that has helped me make strategic educational decisions.…
While we have our own internal and correlational data that allows me to cautiously allow students to skip the lecture, here we have experimental data that actually says skipping the lecture might be better for my students. Spoiler alert: it’s not that simple.
