Measuring "learning" has always been a tricky business, but the
meta-cognition folks are making progress, I think. Consider the 2nd
experiment in this project, which showed that students who took a
"test"--specifically, they wrote an essay about the reading from
memory--were actually better at putt
"VanDeveer, Stacy"
Date: Tuesday, January 25, 2011 9:41 am
Subject: RE: [gep-ed] kickin it old school
To: "'lorraine.elli...@anu.edu.au'" ,
"gep-ed@googlegroups.com"
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> Hmm. I think the artic
s.com
Subject: Re: [gep-ed] kickin it old school
Fine if we want students to remember 'information' and 'facts' (which is what
the article seemed to focus on). Like most of us, I guess, I'm interested in my
how my students can think critically and analytically and, for
Fine if we want students to remember 'information' and 'facts' (which is what
the article seemed to focus on). Like most of us, I guess, I'm interested in my
how my students can think critically and analytically and, for GEP in
particular, what they understand and think about the big political t
One question I had about this study was whether the alternatives were really
the things most of us would deem the most pedagogically effective any, e.g.
concept mapping and the other alternatives in the study, which was reading a
text for a prescribed period of time. How would these results fare ag
