GUEST POST: Interview with an occupational therapist, entrepreneur, and EdTech guru
Dr. Toni Shub is the CEO of QoreInsights. She is leading the innovation and development of the Classroom Education Plan, a K-5 practice-embedded personalized professional development program with a decision intelligence platform for needs analysis and research-informed strategies.
Delayed and Immediate Feedback in the Classroom: The Results Aren’t What Students Think!
Like with many effective learning strategies, what students think is helping them learn is not what actually helps them learn. In two experiments presented by Hillary Mullet and colleagues (2014, 1), University engineering students received relatively immediate feedback or delayed feedback …
GUEST POST: Memorable Feedback: Lessons from Cognitive Psychology in Encoding
The purpose of this series of blog posts is to highlight three potentially useful connections between these research areas: selective attention (discussed in an earlier blog post), encoding/deep processing (the topic of this post), and retrieval practice (new post coming soon!).
The Relationship Between Test Anxiety and Exam Performance
Does test anxiety cause poorer performance on exams? Meta-analyses show that students with higher test anxiety tend to perform worse on exams (1). We also know that anxiety can affect cognitive processes through working memory capacity (2). Therefore, the general consensus is that test anxiety interferes with our working memory, which in turn leads to poorer exam performance… However, a recent study with German medical students found that test anxiety did not predict exam performance when prior knowledge was controlled for, claiming strong evidence against the interference hypothesis (3).
Learning With Flashcards
When I ask my students about their go-to study strategies, one strategy that is frequently mentioned is flashcards. This nicely aligns with research into the topic showing that generating and learning with flashcards is a common strategy among students (1). However, the question is whether students use flashcards effectively…