Teaching Tools

Evidence-based strategies, techniques, and guidelines to support student learning

Five Ways to Improve Learning from Online Lectures

We surveyed 165 undergraduates about how they view and learn from online lectures. Based on survey results we propose five ways students can learn more from online lectures: Focus and reduce cognitive load Take and use notes more effectively Read more...

Help Students Learn from Discussions

Discussion is a widely used teaching strategy in higher education, but research has shown they are not always productive learning experiences (Kuhn, 2016; Nokes-Malach, Zepeda, Richey, & Gadgil, 2019). The term, discussion, refers to many different types of interactions, ranging Read more...

Learn by Visualizing

Visualization is the process of making an external spatial representation of information. Visualizing is a useful strategy for discovering structure and organizing information efficiently. Schwartz, Tsang, & Blair, 2016, p. 277 Visualizations include diagrams, pictures, charts, graphs, flow charts, matrices, Read more...

Learn by Drawing

Much of the information in course materials is visual in the form of illustrations, graphs, diagrams and so forth. Adding visuals to text can enhance learning. Generally, words and pictures together are more effective for learning than words alone. This Read more...

Learn by Teaching

Research has shown that teaching can be an effective way to learn. By teaching a topic you learn more about it than if you simply read or studied it (Fiorella & Mayer, 2015; Schwartz, Tsang, & Blair, 2016). What is Read more...

Make Review Sessions Productive Learning Experiences

Review sessions are opportunities for students to relearn and consolidate topics they studied previously. Typically, review sessions take place at the start of a course, prior to course exams, and at the start of class periods. Reviews cover content and Read more...

Assessing Cognitive Load in Your Course

Cognitive overload is a major obstacle that impedes learning. Overload occurs when the cognitive demands of a task or situation exceed students’ cognitive capacities. Overload is a common occurrence because there are limits on how much information we can think Read more...

Assessing Students’ Metacognition & Self-regulated Learning

Metacognition refers to one’s awareness of and ability to regulate one’s own thinking (Flavell, 1979). Effective metacognitive awareness is like an internal monitor that notices when a person’s attention wanes, when they have or have not mastered a concept adequately, Read more...

Assessing Students’ Insufficient, Inaccurate, and Inert Prior Knowledge

Students’ prior knowledge has a strong effect on new learning. In summarizing decades of research one group of researchers concluded Students come to every learning situation with prior knowledge, skills, beliefs, and concepts that significantly influence what they notice about the Read more...

Assessing Students’ Learning Strategies

Students learn less when they use ineffective learning strategies. College students vary in their knowledge of effective learning strategies, and often use ineffective strategies such as rereading, highlighting, underlining, cramming and rote memorization (Blasiman, Dunlosky, & Rawson, 2017). Assessment can Read more...

Effective Learning Techniques

A study that reports effective and ineffective learning techniques (screencast) ...

Transfer of Learning

Applying knowledge to new situations is difficult because . . . (screencast) ...

Improving Student Learning from Lecture

Research has shown that extensive lecturing is on average less effective than other modes of instruction (Freeman et al., 2014; Wieman, 2014). But learning from lectures can be improved. Research in the learning sciences has identified potential weaknesses in the lecture-learning process Read more...

Successive Relearning

Successive relearning is a highly effective learning technique that involves students taking several practice tests on to-be-learned material (with corrective feedback), with each test separated by a time interval of a few days. We had students engage in successive relearning in a Read more...

Research-based Guidelines for using FLASHCARDS to support learning

Flashcards can be an effective way to structure retrieval practice and support student learning. Many college students use flashcards as a learning tool, but not always effectively. Based on research, these guidelines recommend how to make high quality flashcards and Read more...

Using WORKED EXAMPLES to Promote Robust Learning

A worked example consists of a problem statement and then a detailed explanation of the solution. Worked examples are a routine feature in subjects where problem solving is a prominent goal, such as mathematics, sciences and other technical subjects. But Read more...

Using SPACED PRACTICE to Promote Robust Learning

Spaced practice (AKA distributed practice) is a study schedule in which students spread out their study activities over time. For example, in a spaced practice schedule, a student might study five hours for an exam, but do so in five, Read more...

Using EXPLANATION to Promote Robust Learning during Lecture

As a learning activity, the act of explaining involves articulating the meaning of a concept, idea, solution or other type of subject matter to oneself or another person. As one scholar notes, trying to explain, can be a potent learning process Read more...

Using PRACTICE TESTING to promote learning

Practice testing, also known as retrieval practice, is a potent learning strategy. Dozens of studies have demonstrated that practice tests, quizzes, embedded questions, and self-tests can improve student learning substantially. However, their effectiveness depends on how these techniques are used. Read more...