Eliminate or drastically reduce low-input materials and processes such as textbooks, worksheets, and working in isolation in the absence of large amounts of sensory input from experiences in the real world. Remember, dittos don’t make dendrites!
—HART, 2002, P. 76
Chapter 4: Effective Teaching for Digital Age Learning: Evidence-based Practices
Learn More:
Learning Scientists’ Ideas of Most Effective Teaching Practices
- Deans for Impact: The science of learning (bit.ly/2XGOoVj)
- Corwin: Visible learning plus, 250+ influences on student achievement (bit.ly/2Vu3sDM)
- Hattie’s 2017 Updated List of Factors Influencing Student Achievement (bit.ly/2F8vCPk)
- What Works in Classroom Instruction (bit.ly/2RdDLH0)
- The Learning Scientists: Six Strategies for Effective Learning (learningscientists.org)
- Videos for Teachers and Students (learningscientists.org/videos)
- Podcasts (learningscientists.org/podcast-episodes)
- Teaching materials (learningscientists.org/downloadable-materials)
Psychologists’ Ideas of Most Effective Teaching Practices
- American Psychological Association: Top 20 principles from psychology for preK–12 teaching and learning (apa.org/ed/schools/teaching-learning/top-twenty-principles.pdf)
- American Psychological Association: Top 20 principles from psychology for prek-12 creative, talented, and gifted students’ teaching and learning (apa.org/ed/schools/teaching-learning/top-principles-gifted.pdf)
- American Psychological Association: Using the top 20 principles (apa.org/ed/precollege/ptn/2015/09/top-20-principles)
- Teacher Educators’ Ideas of Most Effective Teaching Practices: TeachingWorks: High leverage teaching practices (teachingworks.org/work-of-teaching/high-leverage-practices)
- Turner, S. (2008). Using the Learning Sciences and Knowledge About How People Learn to Support Reluctant and Disengaged Secondary School Learners. American Secondary Education, 37(1), 4-16.
Trauma-Informed Schools
- Trauma and Learning Policy Initiative (TLPI): Helping traumatized children learn, Volume 1 (traumasensitiveschools.org/tlpi-publications)
- Teachers College Inclusive Classrooms Project (inclusiveclassrooms.org)
Miscellaneous
- EdSurge: I’m a neuroscientist. Here’s how teachers change kids’ brains (bit.ly/2If13JU)
- The Science Teacher: Misconceptions and conceptual change in science education (thescienceteacher.co.uk/misconceptions-in-science-education/)
- Empowered Learner: Neuroscientist is connecting the science of learning to education practice (bit.ly/2XfrnM8)
Deep Dive
- Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from teachpsych.org/ebooks/asle2014/index.php
- Garcia, A., Cantrill, C., Filipiak, D., Hunt, B., Lee, C., Mirra, N., & Peppler, K. (2014). Teaching in the connected learning classroom. Irvine, CA: Digital Media and Learning Research Hub.
- Hess, K. K. (2012). Learning progressions in K-8 classrooms: How progress maps can influence classroom practice and perceptions and help teachers make more informed instructional decisions in support of struggling learners (NCEO Synthesis Report). Retrieved from nceo.umn.edu/docs/OnlinePubs/Synthesis87/SynthesisReport87.pdf
- Jones, S. M., Bailey, R., Barnes, S. P., Partee, A., Bailey, R., Barnes, S. P., & Partee, A. (2016). Executive function mapping project: Untangling the terms and skills related to executive function and self-regulation in early childhood. Retrieved from acf.hhs.gov/sites/default/files/opre/ef_mapping_executivesummary_101416_final_508.pdf
- Li, N. (2012). Approaches to learning: Literature review. International Baccalaureate Organization, 1-34.
- National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
- Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
- Retrieval practice website, library, and resources (retrievalpractice.org/library)
- Sonia, G. (Ed.). (2017). Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing. Retrieved from oecd-ilibrary.org/education/pedagogical-knowledge-and-the-changing-nature-of-the-teaching-profession_9789264270695-en
- Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2.
- Willingham, D. T. (2006). How knowledge helps. American Educator, 30(1), 30-37.
- Willis, J. (2010). The current impact of neuroscience on teaching and learning. Mind, brain and education: Neuroscience implications for the classroom, 45, 68.
- Willis, J. (2014). Neuroscience reveals that boredom hurts. Phi Delta Kappan, 95(8), 28-32.