Learn How To Study Using… Dual Coding — from learningscientists.org by Megan Smith & Yana Weinstein

Excerpt:

This is the final post in a series of six posts designed to help students learn how to study effectively. You can find the other five here:

What is dual coding?

Dual coding is the process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers.

When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study.

Now, look at only the visuals and explain what they mean in your own words. Then, take the words from your class materials and draw your own visuals to go along with them! 

Now, look at only the visuals and explain what they mean in your own words. Then, take the words from your class materials and draw your own visuals to go along with them!

From DSC:
As the authors comment, this is NOT about learning styles (as research doesn’t back up the hypothesis of learning styles): 

When we discuss verbal and visual materials, it does sound like we could be referring to learning styles. However, it is important to remember that a great deal of research has shown that assessing your learning style and then matching your study to that “style” is not useful, and does not improve learning (2). (For more, read this piece.)

 

The Pandemic May Have Permanently Altered Campuses. Here’s How. — from chronicle.com by Francie Diep
Trends accelerated by Covid-19 may make more sense than ever in the future, experts say.

Excerpt (emphasis DSC):

Although they were not required to meet in person, students liked to do so anyway. They organized meet-ups in cities including San Francisco, Austin, and Bangalore. They formed groups like Nerdy Bones, for women, who made up 19 percent of the students in the fall of 2020. Administrators found that as many as 80 percent of the U.S.-based students in each cohort lived within a two-hour drive of one of 10 major population centers. That gave the administrators an idea: Build co-working spaces in those cities, where online students could work and meet one another. Each space, called an atrium, would have career and advising services too.

From DSC:
I haven’t heard that term used like this before — atrium. I’ve been thinking about this in terms of learning hubs…but the idea is the same. Nontraditional learning spaces.

 

How to Design a Hybrid Workplace — from nytimes.com

Excerpt:

But many companies have hatched a postpandemic plan in which employees return to the office for some of the time while mixing in more work from home than before. The appeal of this compromise is clear: Employers hope to give employees the flexibility and focus that come from working at home without sacrificing the in-person connections of the office.

From DSC:
There has been — and likely will continue to be — huge pressure and incentives put on companies like Cisco, Zoom, Microsoft, and others that develop the products and platforms to help people collaborate and communicate over a distance. It will be very interesting to see where these (and other) vendors, products, and platforms are 2-3 years from now! How far will we be down the XR-related routes?

How will those new ways of doing things impact telehealth? Telelegal? Virtual courts? Other?

 

Flipped Learning Can Be a Key to Transforming Teaching and Learning Post-Pandemic — from edsurge.com by Robert Talbert

Excerpt (emphasis DSC):

What is flipped learning? A common and oversimplified answer is that it is an approach that asks students to watch lecture videos at home before class so that class time can be used for more interactive activities.

But the best way to describe it is to contrast it with traditional teaching frameworks. In the traditional framework, students get first contact with new concepts in class (the “group space” as I call it in my book on flipped learning) and then higher-level interactions are all on the student side through homework and so on (in the “individual space”). Flipped learning puts first contact with new ideas before group space activities, then uses the group space for active learning on mid- and upper-level tasks.

It’s worthwhile to compare flipped and traditional frameworks by contrasting the assumptions that each framework makes…

We can no longer assume that a pure lecture pedagogy is an acceptable teaching model or that banning technology is an acceptable practice.

 

Never Going Back: What Online Teaching in the Times of COVID Can Add to Our Teaching Toolkits – Elisabeth Sandberg — from cft.vanderbilt.edu with thanks to Beckie Supiano at the Chronicle for this resource

Excerpt:

Teaching online has not been all challenges for Sandberg. From this period of teaching, she has gathered a set of experiences that, she expects, will benefit her in an in-person setting, too. For one thing, Sandberg has explored new ways of optimizing the element of time in students’ learning. Realizing that even the most entertaining presenters become soon-to-bore lecturers in online settings, she became more attentive to keeping her prerecorded video lectures brief and dividing them into pieces interwoven with online activities. The Explain Everything app (a collaborative virtual whiteboard platform with multi-media features) has been helpful for annotating these short pieces of recorded lectures. Sandberg’s renewed attention to student attention has also made her more mindful of things she assigns out of class, and what these might represent in terms of student efforts. “I learned over the summer,” she said, referring to the CFT’s Online Course Design Institute, “how to be more cognizant of how much time the things that I consider easy work really take the students. And that was really a revealing piece that I will carry with me when we return to in person.”

 


From DSC:
I agree…the teaching toolboxes have expanded. In the future, teachers, professors, trainers, (and now parents) will have a wider selection of options/tools/pedagogies to select from.

Whats in your teaching toolbox?

 

ADDitude: Resources for families touched by attention deficit disorder (ADD/ADHD).

ADDitude: Resources for families touched by attention deficit disorder (ADD/ADHD)

Example article:

“I’m a Teacher with Nonverbal Learning Disorder. And I’m Exactly Who I Needed As a Child.” — from additudemag.com by Brittany Kramer
“I strive to create a classroom environment where my students know they will be successful, no matter what. It’s the environment I would have felt safe in as a child; one that is encouraging, warm, and free of judgment or anger.”

Excerpt:

“They tried to bury me, but they didn’t know that I was a seed.”

As a special education teacher for students with learning disabilities and developmental disorders, and as a neurodivergent individual myself, this quote defines my life.

I was formally diagnosed with Nonverbal Learning Disorder (NVLD) at 23 years old. As a child and teen, I struggled in ways that most people cannot possibly comprehend.

When people think of learning disabilities, they picture a child with dyslexia or dysgraphia who cannot read or write very well. They do not envision an intelligent and articulate child for whom tying shoes or making a paper fit into a folder is arduous at best.

 
 

Managing In-Person and Distance Learning at the Same Time — from commonsense.org by Paul Barnwell

Excerpt:

As schools begin to reopen amid the changing pandemic, many classrooms will experience some form of hybrid instruction during the transition back to fully in-person learning. Along the way, schools and districts are embracing a variety of hybrid teaching and learning models. One particular model that can work for both students and teachers is known as hyflex instruction, but to be successful you’ll need to make room for some extra planning and consideration.

 

The Great Contraction Cuts alone will not be enough to turn colleges’ fortunes around. — from chronicle.com by Lee Gardner

Excerpts:

With higher education facing average revenue losses of 14 percent or more due to Covid-19, the pandemic presents an existential challenge for the hundreds, maybe thousands, of colleges that entered last March with already precarious finances. Every week or so seems to bring new headlines about institutions making jaw-dropping cuts.

But slashing budgets alone, experts agree, isn’t enough to survive. Struggling colleges must cut strategically and adapt to a new way of operating, in order to find a way to eventually grow and thrive.

From DSC:
As I mentioned to a friend who wondered about those two words –“grow” and “thrive” in the last sentence above…

For too long many colleges and some universities have not been experimenting with other business models. They didn’t pay attention to the surrounding landscapes and economic realities of the masses. I think some of the institutions out there will grow and thrive — but it will be far fewer institutions who see such growth. SNHU, Arizona State, Western Governors University, and the like have done well. But then again, they thought big as well and did so years ago. They have a major leg up on other institutions.

She has served as a college president for nearly 20 years, and in that time, she has watched students’ view of higher education shift to be predominantly about “the outcome of being prepared for a job,” she says.

Funny how that corresponds directly to the increase in tuition, fees, books, room and board, etc. that took place during that same time. 

 

How Much Has Covid Cost Colleges? $183 Billion — from chronicle.com by Paul N. Friga

Excerpt:

How bad is it? To answer that, my colleagues and I sought to go beyond surveys. We conducted an extensive review of publicly announced revenue and budget news from the top 400 universities in U.S. News & World Report, as well as its top 100 liberal-arts colleges, drawing from news released from March through December. We were able to obtain data from 107 of those institutions (21 percent). The results are dire. Our research suggests that we are experiencing the biggest financial losses our sector has ever faced. The institutions we tracked averaged an estimated 14-percent aggregate decline in revenues across fiscal years 2020 and 2021, and further losses loom as drops in enrollment, tuition freezes, and Covid-related expenses continue.

What do these cuts and losses add up to? We estimate the impact as follows: $85 billion in lost revenues, $24 billion for Covid-related expenses, and $74 billion in anticipated future decreases in state funding. That adds up to a whopping $183 billion.

Also see:

 

What will the hospital of the future look like in a post COVID-19 world? — from protocol.com by Jeroen Tas and Sean Carney

Excerpt (emphasis DSC):

One thing we have realized is that COVID-19 has accelerated three transformational trends that already existed before the pandemic, but are now dramatically reshaping healthcare: the concept of a networked healthcare system, the increasing adoption of telehealth, and the idea of virtual care and guidance. At the same time, we have seen consumers becoming much more engaged in their personal health and that of their families.


From DSC:
Next up…telelegal; and, possibly, more virtual courtrooms.


Also see:

 

4 Ways Authors Make the Best Visitors in the Art Room — from theartofeducation.edu by Sarah Krajewski

Excerpts:

Here are a few benefits to inviting authors into your art room:

  1. Connect to students who are interested in writing.
  2. Showcase careers in art.
  3. Hear from inspirational creators.
  4. Advocate for your art department.

 

 

Don’t force square-peg students back into wrong-shaped holes — from crpe.org by Robin Lake Paul Hill

But what gets lost in the reopening debate is the growing evidence that a significant portion of students and their families are actually happier and learn better outside of traditional schooling.

Excerpt:

Some of the “square-peg” children are the most creative and bright students in their class, but had struggled academically or socially in the traditional classroom. According to informal surveys of parents and teachers, new approaches to learning are benefiting:

  • Students with special needs, like ADHD or autism, who focus better on learning without disruptions from other kids, and who—when learning from home—can take breaks and calm themselves when needed, not just when the classroom schedule permits.
  • Students who didn’t speak up or ask questions in regular classrooms for fear of being mocked, but are now able to send private questions to teachers or make written contributions.
  • Socially-awkward or otherwise different kids who experienced bullying.
  • Kids who best learn from small-group instruction.
  • Students who have mastered all the regular class material and are motivated to learn advanced materials and explore on their own.
  • Students who learn best by hearing about a new idea and then quickly practicing or applying it on their own.

From DSC:
One of our daughters needs a team of people around her to help her learn and grow. The one-size-fits-all, the-train-stops-for-no-one type of educational system that she often encountered did not work well for her.

K-12 education in America is like a quickly-moving train that stops for no one.

Homeschooling has seen her grow a lot more. She even has her own blog now — and she’s excited about it! She loves reading and writing — and she’s very creative (albeit her writing gets pretty dark at times. But come to think of it…my second-grade teacher thought that my friend Andrew’s and my 38-page book with vampires, witches, and werewolves was pretty morbid too!)

 

 

From DSC:
For me the Socratic method is still a question mark, in terms of effectiveness. (I suppose it depends on who is yielding the tool and how it’s being utilized/implemented.)

But you have one student — often standing up and/or in the spotlight — who is being drilled on something. That student could be calm and collected, and their cognitive processing could actually get a boost from the adrenaline.

But there are other students who dread being called upon in such a public — sometimes competitive — setting. Their cognitive processing could shut down or become greatly diminished.

Also, the professor is working with one student at a time — hopefully the other students are trying to address each subsequent question, but some students may tune out once they know it’s not their turn in the spotlight.

So I was wondering…could the Socratic method be used with each student at the same time? Could a polling-like tool be used in real-time to guide the discussion?

For example, a professor could start out with a pre-created poll and ask the question of all students. Then they could glance through the responses and even scan for some keywords (using their voice to drive the system and/or using a Ctrl+F / Command+F type of thing).

Then in real-time / on-the-fly, could the professor use their voice to create another poll/question — again for each student to answer — based on one of the responses? Again, each student must answer the follow up question(s).

Are there any vendors out there working on something like this? Or have you tested the effectiveness of something like this?

Vendors: Can you help us create a voice-driven interface to offer the Socratic method to everyone to see if and how it would work? (Like a Mentimeter type of product on steroids…er, rather, using an AI-driven backend.)

Teachers, trainers, pastors, presenters could also benefit from something like this — as it could engage numerous people at once.

#Participation #Engagement #Assessment #Reasoning #CriticalThinking #CommunicationSkills #ThinkingOnOnesFeet #OnlineLearning #Face-to-Face #BlendedLearning #HybridLearning

Could such a method be used in language-related classes as well? In online-based tutoring?

 
© 2021 | Daniel Christian