"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.

Read more in The Toolbox newsletter and visit the archives to access back issues covering a wide variety of ideas and resources related to teaching and learning.

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

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