Showing posts from April, 2011

Some Clarity about Confusion

I have seen a number of articles/videos over the last wee while that have really helped to clarify my thinking about the difference between how learners feel about their learning experiences and how effectively they are actually learning.

Interleaved Practice

Research seems to suggest that if you ask learners to do a mixture of problems after a teaching episode rather than doing lots of practice of the type of problem they have been taught about, they feel more confused and perform worse on the day, but when they are given a test a week later they drastically outperform those who stuck to the one type of problem during the original lesson (The Effects of Interleaved Practice, Taylor and Rohrer 2009).

Facing Misconceptions

Derek Miller showed learners a video about gravity and motion.  Learners judged the video to be clear and easy to understand, but the video completely failed to correct their misconceptions, and their performance in a post-video test was virtually the same as in the pre-…