"Frequently, faculty rely on methods that have long been part of the instructional process including lectures, assigned readings, video content, online discussions, and other web-based resources.
The challenge is that faculty are generally unsure of the level at which these techniques, individually and collectively, contribute to the process of learning.
Willingham (2012) argued that we can do better than simply guessing and should rely more heavily on science by using evidence-based methods that promote learning." - Brad Garner and Christopher Devers
In this issue, The Toolbox looks at the research supporting self-explanation. Watch the promo video below to get a glimpse into this topic.
The Toolbox series, authored by Brad Garner of the Center for Learning and Innovation, features an online professional development newsletter offering innovative, learner-centered strategies for empowering college students to achieve greater success. The newsletter is published six times a year by the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina, Columbia, South Carolina.
Question: How does self-explanation make sense in your learning environment? Please leave a comment below.
Contributor: Brad Garner / Director of Faculty Enrichment, Center for Learning and Innovation
Related Toolbox Posts
- The Toolbox: Give a Little Nudge to Prompt Positive Outcomes [VIDEO]
- The Toolbox: Providing Feedback--Maximize the Message and the Medium [VIDEO]
- The Toolbox: Working Together--Using Group Work as a Pivotal Learning Experience [VIDEO]