PSYC850

Listen to this episode from Progressively Incorrect on Spotify. In this episode of Progressively Incorrect, I interview Nidhi Sachdeva, a Toronto-based PhD candidate who, like many of you I suspect, is exploring ways to embed the science of learning into teaching and professional development. Subscribe to this podcast on…SpotifyGoogle PodcastsApple PodcastsWordPress I first came across Nidhi on Twitter, where she shares these amazingly digestible … Continue reading S2E24: Nidhi Sachdeva on Microlearning with Cognitive Science Principles

You’ve been in your share of awful meetings. Here’s how to lead better ones.

Listen to this episode from A Slight Change of Plans on Spotify. Influence is often seen as a skill we have to cultivate, a charismatic quality leveraged by select leaders, business people, and successful social media accounts. But in her new book, “You Have More Influence Than You Think,” social psychologist Vanessa Bohns demonstrates that we all have influence through our words, choices, and even just our presence. Maya and Vanessa discuss how we can become more aware of our power to persuade, and learn to wield it wisely. For a behind-the-scenes look at the show, follow @DrMayaShankar on Instagram. See omnystudio.com/listener for privacy information.

This first-person dissection of pandemic pedagogy, supported by surveillance theory, queer and feminist pedagogical theory, and radically empathetic and nonviolent teaching practices, suggests a better way forward in college and university teaching during the COVID-19 pandemic and beyond. Outlining anti-surveillance and anti-policing practices, as well as instructors’ roles as enforcers of the neoliberal university’s interests and instructors’ needs usurping best teaching and administrative practices, the article attempts to make sense of interconnected limitations and inequities in higher education which the COVID-19 pandemic and subsequent distance and hybrid course delivery models have exposed. The article posits methods to reframe instructor/student interactions in virtual and socially distanced classrooms. In a radical departure from the violent surveillance university model, including an acknowledgement of processes instructors can realistically resist, the article suggests a non-hierarchical and informal ongoing review of teaching practices, a practiced and intentional refusal to engage with neoliberal systems of student control, and an active acknowledgement and decentering of instructors’ feelings when making pedagogical decisions. An accompanying handout, originally presented at the 2020 unConference hosted by the Race, Space, Place Initiative at Virginia Commonwealth University, presents the information in an easy-to-read and dynamic format.

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It’s time for higher education leaders to boldly reinvent liberal education

Access Top Hat's on-demand Higher Learning webinar series for tips on delivering inclusive, engaging and meaningful learning experiences.

Celebrated author James Lang offers actionable tips for instructors looking to reduce classroom distractions and improve focus.

Metacognition refers to an intentional focusing of attention on a process in which one is personally engaged. It encourages awareness of one’s current state of accomplishment, along with the situational influences and strategy choices that are currently, or have previously, influenced accomplishment of that process. Through metacognition, one should become better able to accurately judge one’s progress, and select and... Read more »

In this video, we will focus on an open pedagogical practice known as social annotation. One frequently used social annotation tool is Hypothesis, which can enable the sort of collaborative meaning-making that leads to learning.

How can you get students and teachers on board with retrieval practice? Start and end your class or professional development with a trivia question . It’s a quick, fun, and memorable.

Tuesday, February 21, 2023 at 10:00 AM Central Standard Time.

This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined; what specific techniques have been empirically investigated; and the conditions under which prior knowledge activation facilitated students’ comprehension. Fifty-four articles met the inclusion criteria and revealed that the terms prior knowledge and prior knowledge activation were often vaguely defined. Further, 30 unique techniques for activating readers’ prior knowledge representing eight different categories were identified. Those categories were open-ended prompts, procedural or strategic supports during reading, visual representations, analogical reasoning, text alteration, augmented activation, extratextual activities, and spontaneous activation. Techniques meant to facilitate knowledge activation prior to reading were most common, although the prompting of students’ existing knowledge was beneficial during and after reading as well. Variability in the effectiveness of activation techniques was related, in part, to the amount, accuracy, and specificity of students’ knowledge. Based on the key findings identified in this review, recommendations for future inquiry are forwarded including suggested definitions of prior knowledge and prior knowledge activation.

I was going to call my blog great expectations today, as an homage to my Victorianist past that seems to have been very much at the forefron...

He tells far more lies, and far more cruel ones, than ordinary people do.

Inclusion of the universal design for learning (UDL) model as a guiding set of principles for online curriculum development in higher education is discussed. Fundamentally, UDL provides the student with multiple means of accessing the course based on three overarching principles: presentation; action and expression; and engagement and interaction. Guidelines are also provided for incorporating UDL into an online curriculum for teaching both general and diverse populations including students with disabilities. [The volume number (13) shown on the PDF is incorrect.]

README The BIPOC-authored Psychology Papers spreadsheet is intended for use by instructors of undergraduate/graduate-level psychology courses to help diversify their syllabi. BIPOC stands for Black, Indigenous and People of Color. The term encompasses all people of color, but with emphasis on Bl...

The growth mindset is a worldwide phenomenon but unfortunately it has a very low effect size. Educational researcher John Hattie addresses the misperceptions of the growth mindset that contributes to that low effect size in this guest blog.

In this interview, Mary Murphy discusses her research on how environments can influence individuals' mindsets.

Racial achievement gaps are twice as large, and all students are less motivated, when STEM faculty believe ability is fixed.

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