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mayaborrowman — 2024-09-12 01:23:01 UTC

I like learning principle 3 about feedback. A mentor once explained to me that you can't say you love someone without inviting them to change. By holding back from giving clear, effective, constructive critique, or by withholding earned praise, you don't do any student a favor. If we truly care for our students, we wil give them the platform and the opportunities to grow in their understanding and application of the concepts we teach them. I like the video's example of a professor not giving feedback until after the course ended, because I think that's a perfect example of how feedback is often thrown to the side in the business of an academic calendar or the stress of grading. Instead, providing specific, relevant, clear, and kind feedback allows students to learn from their mistakes, which will actually deepen their content knowledge more than a gold star would.

a02336391 — 2024-09-12 03:03:39 UTC

I found the second principle really interesting. One of the things I found most important was the idea that not all practice is created equal. I have been in a lot of math-heavy physics classes, and each of them has come with a good deal of practice (homework). As I've been thinking about which homeworks I found more effective, and which ones I can still remember, they follow the practice of repeated and varied rather than just one big load of practice in preparation for a test. I think that good practice is varied enough to keep you engaged and seeing where you still have gaps. I also thought of some songs I've used to learn things, and it's kind of crazy how far back some of those go.

W3

mickmed2003 — 2024-09-12 03:23:52 UTC

I liked principle 3. As someone who has received both constructive and regular criticism, constructive criticism is by far the most effective in helping students improve their work. Criticism is demeaning and often derogatory. It demotivates students who want to do well but may not know how to. It also damages confidence, sometimes beyond repair. If a student is told that they suck at a particular lesson or skill, then they're most likely not going to try again. As a teacher, I think it is important to understand the difference between constructive and regular criticism.

dalanpparker — 2024-09-14 00:26:01 UTC

I was interested the most with principle 4. I really liked the Cognitive Load Theory explained in the animated video. This theory states that your working memory can only hold so much new information at a time before it cannot retain anything new. I could really relate to this, especially in math classes. The video also mentions that new information is sorted into related categories in one's brain. If we as educators are able to introduce and connect new information to what students already know it will help them to remember it. I think this makes a lot of sense as for me, it seems easier to remember something if it fits into my existing knowledge like a puzzle, especially if I am also able to see a practical application for it. This means teachers have the responsibility to not only provide information to students, but also to give them examples and opportunities to apply this new information to the real world.

morglaval — 2024-09-14 01:11:28 UTC

I found principal 2 the most interesting. Knowing this information is critical to know how to successfully help your students to understand the information that you are teaching them. Also relating their learning to songs or mnemonics to help them further deepen their understanding is a fantastic practice. During school, this idea is what helped me get through many of my assignments and especially when I had to study for tests. This may also be helpful for students who may learn better with visuals or hand signals.