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Fluency Bias and Deliberate Practice with Louis Deslauriers
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Manage episode 302517520 series 2824516
This is part 2 of an interview with Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University. We discuss two recent publications from his research group. In the first, he finds that students can actually feel like they are learning more while passively listening to a polished lecture than engaging in active learning. We’ll talk about that finding and what that means. In the second, we dive into his latest work on deliberate practice, and how we might take the gains from active learning in the classroom and boost them up even more by transforming homework.
Find the full show notes at:
Articles mentioned in Part 1 and Part 2 of this interview:
- Improved learning in a large-enrollment physics class
- Learning and retention of quantum concepts with different teaching methods
- Use of research-based instruction strategies: How to avoid faculty quitting
- Measuring actual learning versus feel of learning in response to being actively engaged in the classroom
- Increasing the effectiveness of active learning using deliberate practice: A homework transformation
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已归档的系列专辑 ("不活跃的收取点" status)
When? This feed was archived on February 26, 2024 10:10 (). Last successful fetch was on March 01, 2024 01:56 ()
Why? 不活跃的收取点 status. 我们的伺服器已尝试了一段时间,但仍然无法截取有效的播客收取点
What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.
Manage episode 302517520 series 2824516
This is part 2 of an interview with Louis Deslauriers, the Director of Science Teaching and Learning and Senior Preceptor in Physics at Harvard University. We discuss two recent publications from his research group. In the first, he finds that students can actually feel like they are learning more while passively listening to a polished lecture than engaging in active learning. We’ll talk about that finding and what that means. In the second, we dive into his latest work on deliberate practice, and how we might take the gains from active learning in the classroom and boost them up even more by transforming homework.
Find the full show notes at:
Articles mentioned in Part 1 and Part 2 of this interview:
- Improved learning in a large-enrollment physics class
- Learning and retention of quantum concepts with different teaching methods
- Use of research-based instruction strategies: How to avoid faculty quitting
- Measuring actual learning versus feel of learning in response to being actively engaged in the classroom
- Increasing the effectiveness of active learning using deliberate practice: A homework transformation
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