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Research Review: Multimodal Learning Through Media | Edutopia

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Here are five rules for varying your teaching methods to help students learn more.

Highlighted by qienkuen

The Metiri Group's report disputes the widely debated Cone of Experience theory, which says each of us learns 10 percent of what we read, 20 percent of what we hear, 30 percent of what we see, 50 percent of what we hear and see, 70 percent of what we say or write, and 90 percent of what we say as we do a thing. (The rampant misrepresentation of researcher Edgar Dale's valid model of classifying learning styles is discussed in this entry in the blog of educational consultant Will Thalheimer.) After an extensive search, the report's authors were unable to find any empirical evidence supporting this breakdown. Contrary to popular opinion, research shows that lessons in which students interact with material, rather than passively absorb it, are not always better.

Highlighted by jeff-milw

"As it turns out, doing is not always more efficient than seeing," the report concludes. "The reality is that for the novice student engaged in basic skill building, such as learning chemical symbols, individual learning through reading or simple drill and practice might be the optimal learning design. Yet, for a different learning objective -- for instance, understanding the cause and effect of a specific chemical reaction -- involving that same student in collaborative problem solving might be the most effective learning approach."

Highlighted by sharon_elin

Charles Fadel, Cisco's global lead for education, suggests that educators devote their multimedia resources and interactive lessons to teaching complex subjects, rather than wasting them on building students' basic skills. Teachers developing interactive lessons for more advanced concepts, however, should keep in mind that Cisco's report doesn't distinguish between lessons in which students interact with prepared material and those in which they collaborate with peers. Fadel says more research is necessary to determine the efficacy of different types of interactivity.

Highlighted by sharon_elin

Related words and pictures should appear at the same time and near each other on the page, the whiteboard, or the screen. Presenting them one after another, or separated by large spaces, reduces their effect.

Highlighted by sharon_elin