Tag: learning
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RAP ON: “Things will be different on the next test” – Expectations vs Reality of changing how we study.
About the Author: William Rayo, MAT is a graduate student in the applied cognition area of the School of Psychological Science at Oregon State University. This is part of our series of Research Advancing Pedagogy (RAP) blogs, designed to share pedagogical research from across the disciplines in a pragmatic format. When it comes to studying, how students go about…
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Start the New Term Strong: Tips from Fall and Psychological Science.
[This blog post is based on a piece published in The Teaching Professor by Regan A. R. Gurung. You are free to modify it to share with your students. The original post can be found here: https://www.teachingprofessor.com/covid-19/adapting-for-2021-a-students-guide/ ] Most New Year’s resolutions revolve around getting more active, improving what you eat, or perhaps even cutting…
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Teflon to Velcro: Making Content Stick
The Tuesday Teaching + Tech Talks session with Dr. Howes entitled From Teflon to Velcro: Making Content Stick centered around applying Chip and Dan Heath’s approach from their 2008 book Made to Stick, for creating lasting or “sticky” ideas to education. The Heaths outline 6 principles in their approach, represented in the acronym S.U.C.C.E.S.(s) standing…
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Addressing Burnout
In the past few weeks, I have heard from instructors and learners alike about how stressed they are. People are finding themselves more irritable, apathetic, experiencing insomnia, headaches, or inability to focus. I can say that I am also experiencing similar symptoms that have been exaggerated by remote learning and teaching. Acknowledging this problem and…
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Pop Quiz: What is better than a flipped classroom?
by: Silas Townes, InstructorDepartment of Chemistry, Cascades Many educators have heard of or participated in the idea of flipped classrooms. The idea is to spend class time engaging with students in problem-solving instead of talking at them. Although good in principle, if not done properly, it can have a negative effect. (Jarvis, C 2020, “The…
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Call for Proposals (Spring 2020 pilot): The Applying Learning Technology Community — @ALT Community
The Spring 2020 pilot of the Applying Learning Technology — @ALT Community will provide an opportunity for faculty participants to meet regularly to learn about and reflect on their teaching, with a focus on effective uses of learning technologies. Community participants will investigate and provide learning technology solutions to a significant teaching-related problem of their…
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Cognition and Learning
by: Gerald Presley, Assistant ProfessorCollege of Forestry – Wood Science & Engineering Demian Hommel presented Week 6 of the Tuesday Teaching +Tech Talks on cognition and learning. This talk highlighted some techniques to effectively engage students and keep them interested in the course material. It also provided some background on Bloom’s taxonomy and how it…
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SPS Presents: Deep dives into learning: Challenges and developments in teaching general psychology
SPS 2019 Fall Colloquium – Regan Gurung, SPS Professor & Interim Director of the Center for Teaching and Learning What are the best ways to predict learning? How can you increase learning in large classes? In this overview of research on teaching and learning, Dr. Gurung will share some key predictors of learning, outline important…
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Lesson Planning Matters: Learning Points from Tuesday Teaching Talk
Lesson Planning Matters: Learning Points from Tuesday Teaching Talk “Teaching in a university classroom requires preparation and a redirection of focus. The teaching is not about us; it’s about the students” (Hara, 2010). I recently facilitated my first Tuesday Teaching Talk to a cross-section of esteemed OSU faculty. If you missed it, this blogpost summarizes…
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DEFINING THE BEST [Funmi Amobi]
This blog captures the discussion of the thinking and instructional practices of outstanding teachers in the introduction to Ken Bain’s (2004) book, What the best college teachers do. “Great teachers emerge, they touch the lives of their students, and perhaps only through some of those students do they have any influence on the broad act…