![]() Though the experimental class didn’t cover as much material as the traditional class, dramatically more students showed up for the unit test, and they scored significantly better (average score of 74% vs 41%). Attendance improved by 20% in the experimental class, and engagement (measured by observers and "clicker" responses) nearly doubled. On the other hand, a college study found that a large first-year physics class taught in a traditional lecture style by an experienced and highly rated professor performed more poorly on several measures than another class taught only by engaging in small-group problem-solving tasks. Above-average students appeared to benefit more than below-average, although the difference was not statistically significant. His claim is based on a recent study that found that increased time on lecture-style teaching versus problem-solving activities improved student test scores results (for math and science, for 8 th grade students). Peterson claiming that direct instruction is more effective than the ‘hands-on’ instruction that's so popular nowadays. There’s been some recent agitation in education circles about an article by Paul E. This post looks at the oral equivalent of textbooks: direct instruction or lecturing. Part 1 looked at the changing world of textbooks. This post is the second part in a four-part series on how education delivery is changing, and the set of literacies required in today’s world. In the case of this latest study, it seems likely that the benefits have more to do with the increased focus on the shape of the letters that occurs when writing by hand, and with the intimate connection between reading and writing.īut the message of these different studies is the same: that we ignore the physical at our peril that cognition is “embodied cognition”, rooted in our bodies in ways we are only beginning to understand. The writing effect on exam anxiety is also thought to be related to reducing the load on working memory. It’s also interesting in this context to remember the research into the benefits of gesturing for reducing the load on your working memory, with consequent assistance for memory, learning and comprehension. I recently reported on another finding concerning handwriting - that the memory-blocking effect of exam anxiety could be overcome by the simple strategy of writing out your anxieties just before the exam. The findings point to the importance of sensorimotor processes in processes we have typically regarded as primarily intellectual. Moreover, Broca's area, a brain region involved in language, was active when this group were recognizing the letters, but not among those who had learned by typing on a keyboard. Those who had learned the letters by handwriting were significantly better on all tests. Participants were tested on their fluency and recall after three and six weeks. One group was taught to write by hand, while another group used a keyboard. In a fascinating experiment, adults were asked to learn to write in an unknown alphabet, with around twenty letters. The researchers were interested in whether physically writing by hand has a different effect than typing on a keyboard. There are a number of reasons for this, but a recent study bears on one of them. One of the points I mention in my book on notetaking is that the very act of taking notes helps us remember - it’s not simply about providing yourself with a record.
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