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learningdeep-diveWriting Articles That Teach

What the Evidence for Learning by Doing Measures: Classroom Meta-Analyses, ICAP, and the Doer Effect

College-classroom meta-analyses find about half a standard deviation, but they compare whole-course teaching formats, the active sections usually include group discussion and instructor responses, and most controls were not done or not reported. In online courseware, "students who do more practice score higher on quizzes" recurs across a dozen-plus courses, but all of it is observational. None of the studies read here compared one person reading an article with and without practice.

#learning-science#active-learning#self-learning#course-guide#blog
learningdeep-diveWriting Articles That Teach

How Much Guidance Should a Project in a Teaching Article Give? Problem-First, Discovery, Scaffolding, and Project-Based Learning

In classroom studies, having students solve problems before instruction raises conceptual knowledge and transfer by about a third of a standard deviation on average, but every one of those studies had a teacher in the room; versions with group work had larger effects, except in interventions lasting only a few hours. A set of experiments that had roughly ten-year-olds solve first found the opposite. Unassisted discovery loses to explicit instruction, and discovery with scaffolding or feedback does better; no difference was detected between fading and not fading scaffolds. No study has tested one person reading an article and doing a project alone.

#learning-science#active-learning#project-based-learning#self-learning#course-guide#blog