Remove Activities Remove Lecturing Remove Motivation
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Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices

k12 Digest

This is because brain-based strategies allow students to analyze, synthesize, and apply information actively during lessons, increasing the transfer of that knowledge to long-term memory. Active and Experiential Learning The brain-based learning framework consistently emphasizes the importance of active learning.

Science 246
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Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices

k12 Digest

This is because brain-based strategies allow students to analyze, synthesize, and apply information actively during lessons, increasing the transfer of that knowledge to long-term memory. Active and Experiential Learning The brain-based learning framework consistently emphasizes the importance of active learning.

Science 130
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UDL and Blended Learning: Removing Barriers with Design

Catlin Tucker

This is a critical shift if we want to cultivate expert learners who are resourceful, strategic, and motivated. Over time, the lack of autonomy and agency also negatively impacts a learner’s motivation. What might make it hard for a student to process information presented verbally in a lecture or mini-lesson?

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Student Disengagement Has Soared Since the Pandemic. Here’s What Lectures Look Like Now

Edsurge

SAN MARCOS, Texas — As a digital media course got underway on a recent Wednesday at Texas State University, a trickle of students took their seats in one of the largest lecture theaters on campus. But there was not much buzz of activity as the class settled in. Do students believe that all this college lecturing is worth hearing?

Lecturing 205
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A Decade Into Experiments With Gamification, Edtech Rethinks How to Motivate Learners

Edsurge

First, online interactions for children have to be fun, not lecture-like. Competing [in a game] doesn’t work as motivation for every student. The idea is to keep learners motivated in a class. Competing [in a game] doesn’t work as motivation for every student. No one wants to be at the bottom of a leaderboard.

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Teacher Engagement Part I: Understanging Cognitive Engagement in Blended Learning Environments

Catlin Tucker

A lecture or mini-lesson followed by a worksheet or pencil and paper practice does not require much design work. The issue of grading and motivating students to see value in work that is not graded is complex and multifaceted. This workflow positions the learner as the active agent in the experience.

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Who You Gonna Call? A Harvard Lecturer's Quest for Equitable Class Participation

Edsurge

So in 2014, the senior lecturer in public policy at Harvard University’s Kennedy School of Government decided to test that assumption. Dan Levy had long considered himself an equitable instructor in terms of calling on students to participate in class discussions. Maybe we put too much emphasis on speaking.” She hasn’t used Teachly.

Lecturing 162