Make it Stick: The Science of Successful Learning

So reads the title of a new book I just finished reading.  It was written by two psychology professors and a novelist.  In essence, it draws upon the empirical literature (mostly experimentally-based studies) on learning to describe how we learn and how instructors/trainers can best facilitate effective learning.

So what are the key messages? There are three main ones:

Reflections on the Flipped Classroom: Lessons from Year Two and My Lesson Plan on Social Class

Last year, I used the flipped classroom pedagogy to deliver my first year seminar on "Understanding Conflict and Cooperation Through Film: Making Sense of the Politics of the 21st Century." The results, as I've blogged about before, were pretty exciting: near full engagement from students; extremely high levels of attendance throughout the term; improved writing and oral communication skills; and high quality critical thinking, debate, and discussion.

Is Active Learning the Solution to Improving Higher Education? Or are Students the Problem?

Recently, there's been a lot of buzz around active learning and the flipped classroom and the push is on at the university level (and at the high school/elementary levels) for reforming how we teach.  At the same time, it seems like there are a vast number of alternative pedagogical tools from which to choose and different institutions are grappling with what to adopt (as well, much like other policy areas, it seems like these reform pushes go through phase

Radical Teaching? Or Something Old, Something New?

Wired Magazine, just published a story about a "radical new teaching method" which is transforming learning and teaching in developing countries. It's a neat, although really wordy, story.

The radical new teaching pedagogy comes from some cognitive psychology research, which found: