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The one about classroom decorations (#93)

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The one about classroom decorations (#93)

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Findings:
In this study, those who were taught in a highly decorated classroom were more distracted by their environment. Those who were in non-decorated classrooms were more likely to distract themselves and be distracted by their peers. Those in the highly-decorated classroom spent more time off task compared to those in the non-decorated classroom. Those in the highly-decorated classroom made fewer learning gains (Watson, E. & Busch, B., 2021).

Application/Guide my teaching:
This will guide my teaching because I will be more conscientious of what I post on the walls and how much.

Relate to field of study:
This relates to field of study because I am reflecting on my classroom environment and student productivity.

Connect to my current understanding in supporting a community of learners:
This makes me think about each individual in my classroom. Some students have ADHD, so I want to limit the amount of posters in the room. It’s important to be aware of student needs and distractibility. It also helps with seating arrangements.

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Heavily Decorated Classrooms Disrupt Attention and Learning In Young Children

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Maps, number lines, shapes, artwork and other materials tend to cover elementary classroom walls. However, too much of a good thing may end up disrupting attention and learning in young children, according to research published in Psychological Science, a journal of the Association for Psychological Science. Psychology researchers Anna V.

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The one about knowing the end is near (#95)

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The one about knowing the end is near (#95)

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Findings:
If students knew how much of the task was left to do compared to their peers who did not, those students learned at a faster rate, which led to higher performance. Those students also felt less fatigued. Lastly, those students took shorter breaks while completing the task. They were motivated to get the task done (Watson, E. & Busch, B., 2021).

Application/Guide my teaching:
When giving directions to an assignment, I believe it is important to include deadlines. With my students writing papers, I like to give them deadlines within the deadlines. For example, each day would have a part of the essay due. There are some students who need extra time, so they might have their deadlines spaced out a little more. I like to provide a visual, whether the deadlines are printed on paper, written on the board, or both.

Relate to field of study:
This relates with Curriculum and Instruction because I should have deadlines in my lesson plans and displayed on our daily agenda and/or white board.

Connect to my current understanding in supporting a community of learners:
Being conscientious of student needs and deadlines will provide more structure in the classroom. With including deadlines in lesson plans and daily agendas, students will be provided consistency. With deadlines should also include clear expectations.

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The one about interleaving and discrimination learning (#96)

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The one about interleaving and discrimination learning (#96)

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Findings:
Interleading helps students improve their discrimination learning, perform better on finals, work in a range of subjects, and are beneficial for a large age range of students (Watson, E. & Busch, B., 2021).

Application/Guide my teaching:
Reading about this strategy makes me think about my pacing guide and how much I block my lessons versus interleave lessons. This will be something to think about moving forward.

Relate to field of study:
This relates to Curriculum and Instruction because I should go back to my pacing guide and lesson plans to see how I’m teaching specific concepts and ideas.

Connect to my current understanding in supporting a community of learners:
Interleaving will help enhance learning and memory, make connections and choose the best strategy when solving a different problem. Interleaving will also assist in guiding students to distinguish between their learning of similar concepts.

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Interleaving vs Blocked Practice – The positive benefits of interleaved practice

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Fisher, A. V., & Godwin, K. E. (2014, May 27). Heavily decorated classrooms disrupt attention and learning in young children. Association for Psychological Science - APS. https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html/comment-page-1

Watson, E. & Busch, B. (2021). The science of learning : 99 studies that every teacher needs to know. Routledge. https://nl.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2657337&site=ehost-live&scope=site Ch. 91-99

YouTube. (2023). Interleaving vs Blocked Practice – The positive benefits of interleaved practice. YouTube. Retrieved June 5, 2023, from https://www.youtube.com/watch?v=j_ZSmvfvCZw.

YouTube. (2020). Keeping and Creating Deadlines. YouTube. Retrieved June 5, 2023, from https://www.youtube.com/watch?v=WiZzUMSJZKE.