Hi WOL Friends!
We hope you have found some moments this summer to slow down! The rain that fell here in the Pocono Mountains gave me relief from the weeding and weekend yard work. I dove into making a word collage for a friend's birthday gift. It was really fun to slow down and do something different.
While last week I invoked Chicago and their song Does Anyone Really Know What Time it Is? - this week I am thinking about student learning. Lauren has been doing some awesome work around Cognitive Load. Her impressive PD has me thinking about the myths that are pervasive in education about how students learn. This article from Edutopia on 3 Common Myths About Learning—and What Teachers Can Do Instead triggered both the idea of slowing down and just how important it is to know the research.
When I think of common myths the only one I really knew was the first myth - the myth that every student has a ‘learning style’. The second myth, that testing should only be done to assess student learning - gives great credence to allowing students to test themselves and practice at recall. The third myth, concepts that are easily learned are easily remembered, reminds me that learning and memory are complex. The practical application of “slowing down learning by creating desirable difficulties can create better long-term retention than easier acquisition” is a reminder, that slowing down is not just good for adults, it is also good for learning.
This week Lauren and I spent some time reflecting on the summer PD that Lauren developed on Cognitive Load for our teachers. And while our work is primarily in the virtual space, the concepts apply to all classrooms - because if your students are opening a computer on their desk and doing their work there - they are in the virtual space, too. In addition, Lauren developed these courses in micro-doses working with our IU8 partners Chris Davis and JoltEDU.
Here are a few takeaways from our Courses on Cognitive Load using Micro-Learning:
John Sweller’s Cognitive Load Theory suggests limiting extraneous mental load and managing intrinsic load in an effort to promote germane load in our classrooms (the “a-ha” moments). Teachers can play a role in helping students process information and learn better.
Richard Mayer’s Principles of Multimedia Learning provide 12 recommendations to improve learning outcomes when designing multimedia. One of the most surprising principles is to avoid adding a talking head to a narrated video if there are already images and text on the screen. Knowing the purpose of your video is essential - are you trying to make a connection or just convey information? If it’s the latter, take yourself off the screen.
Emotional Design is a concept that encourages instructors to embellish their classroom materials in an effort to provide students with a positive, “can-do” feeling in their course. While this can look like an extraneous load, it may benefit students. Memes and fun facts have their place in creating an engaging environment. Strive for balance.
Micro PD is brain-friendly and perfect for adult learners. Whether we like it or not, we are a society that enjoys consuming information in short bursts. Micro PD makes learning in the summer feel manageable.
Positive feedback from teachers is the most awesome feeling.
What have your learning edges been this summer? Can you relate to our learning facilitators' reactions to using micro-learning to understand new (and old) concepts?
As always, we are here to help. We offer 8 languages, Calculus, Chemistry, and other options when you can’t find a teacher. Contact us for more information.
Have a great week,
Pat
Will You Remember?