Uncommon Sense Teaching

Memorable takeaways:

• slow learners spend more time witht he material than fast ones.
• aim to build a teaching strategy that caters to several different kinds of learners in every module
• aim to keep the volume of challenge being handled by every student about the same, because you're optimizing for time in engaged contact with the material.
  • this means for fast learners you need to give them level-appropriate chellenges
  • this also means that you need many checkpoints, to make a unit of work that creates a decent-sized feedback loop for slow learners.
    • also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.
• this gets easier when you let students self-direct. set up material with clear signposts and feedback, and let them go forth.
• assume memory is functionally infinite - everything gets dumped into the episodic tape reels.
  • the challenge is indexing memory along all the axes where it might come into play. all retrieval is contextual retrieval.
  • therefore, when promoting retention, you're going for connection building.

Memorable takeaways:

• slow learners spend more time witht he material than fast ones.
• aim to build a teaching strategy that caters to several different kinds of learners in every module
• aim to keep the volume of challenge being handled by every student about the same, because you're optimizing for time in engaged contact with the material.
  • this means for fast learners you need to give them level-appropriate chellenges
  • this also means that you need many checkpoints, to make a unit of work that creates a decent-sized feedback loop for slow learners.
    • also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.
• this gets easier when you let students self-direct. set up material with clear signposts and feedback, and let them go forth.
• assume memory is functionally infinite - everything gets dumped into the episodic tape reels.
  • the challenge is indexing memory along all the axes where it might come into play. all retrieval is contextual retrieval.
  • therefore, when promoting retention, you're going for connection building.

slow learners spend more time witht he material than fast ones.

slow learners spend more time witht he material than fast ones.

aim to build a teaching strategy that caters to several different kinds of learners in every module

aim to build a teaching strategy that caters to several different kinds of learners in every module

aim to keep the volume of challenge being handled by every student about the same, because you're optimizing for time in engaged contact with the material.

• this means for fast learners you need to give them level-appropriate chellenges
• this also means that you need many checkpoints, to make a unit of work that creates a decent-sized feedback loop for slow learners.
  • also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.

aim to keep the volume of challenge being handled by every student about the same, because you're optimizing for time in engaged contact with the material.

• this means for fast learners you need to give them level-appropriate chellenges
• this also means that you need many checkpoints, to make a unit of work that creates a decent-sized feedback loop for slow learners.
  • also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.

this means for fast learners you need to give them level-appropriate chellenges

this means for fast learners you need to give them level-appropriate chellenges

this also means that you need many checkpoints, to make a unit of work that creates a decent-sized feedback loop for slow learners.

• also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.

this also means that you need many checkpoints, to make a unit of work that creates a decent-sized feedback loop for slow learners.

• also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.

also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.

also promotes chunking - when you can have handles for smaller concepts, you can express their interrelationships explicitly.

this gets easier when you let students self-direct. set up material with clear signposts and feedback, and let them go forth.

this gets easier when you let students self-direct. set up material with clear signposts and feedback, and let them go forth.

assume memory is functionally infinite - everything gets dumped into the episodic tape reels.

• the challenge is indexing memory along all the axes where it might come into play. all retrieval is contextual retrieval.
• therefore, when promoting retention, you're going for connection building.

assume memory is functionally infinite - everything gets dumped into the episodic tape reels.

• the challenge is indexing memory along all the axes where it might come into play. all retrieval is contextual retrieval.
• therefore, when promoting retention, you're going for connection building.

the challenge is indexing memory along all the axes where it might come into play. all retrieval is contextual retrieval.

the challenge is indexing memory along all the axes where it might come into play. all retrieval is contextual retrieval.

therefore, when promoting retention, you're going for connection building.

therefore, when promoting retention, you're going for connection building.

• () Uncommon Sense Teaching, , https://www.coursera.org/learn/uncommon-sense-teaching.

() Uncommon Sense Teaching, , https://www.coursera.org/learn/uncommon-sense-teaching.