Faculty college_Gurung 2013
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Transcript of Faculty college_Gurung 2013
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Advanced Methods in Using and Doing the Scholarship of Teaching & Learning (SoTL)
Regan A. R. GurungBen J. & Joyce Professor of Human Development & Psychology
University of Wisconsin - Green BayFaculty College
May 28th- 31st, 2013
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Some Reflection
1. Name2. Discipline3. Your
Biggest classroom frustration.
4. What do YOU want from this workshop?
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“The essence of skillful teaching lies in the teacher constantly researching how her students are experiencing learning and then making pedagogical decisions informed by the insights she gains from the students’ responses.”
—Stephen D. Brookfield
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The Approximate Plan
Contemporary Issues in SoTLThe Big PictureMajor Research DesignsThreats to Validity of SoTLKey Variables in the Study of
LearningEvidence-Based Teaching in Higher
Education
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A Teaching Hierarchy: Where are YOU?
SoTL
Going Through Motions
Sincere Teaching
Scholarly Teaching
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Gurung & Schwartz (2009) adapted from Richlin (1993)
Systematic, Intentional
ModificationsKNOWLEDGE BASE
ABOUT TEACHING/ LEARNING
Assess Success
Publication
Peer Review
Scholarly Teaching
Reflect on
Teaching/Learning
Share results
Presentation
SoTL: Intentional, systematic reflections on, and modifications to teaching and learning, resulting in peer-reviewed products made public.
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The Place of SoTL
Aubrey Stoll: http://500px.com/photo/9827809
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SoTL is
..the systematic study of teaching and learning, using established or validated criteria of scholarship, to understand how teaching (beliefs, behaviours, attitudes, and values) can maximize learning, and/or develop a more accurate understanding of learning, resulting in products that are publicly shared for critique and use by an appropriate community. (Potter and Kustra, 2011, p. 2)
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The Evolution of SoTL: First Wave
Pedagogical research is scholarship too!!!
Greeks to James …….to …Boyer Hutchins & Shulman (1999)
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Second Wave Learning To Think
▪ Donald (2002)
Decoding disciplines▪ Identify bottlenecks
▪ Pace & Middendorf, (2004)
Signature Pedagogies ▪ Teach students your discipline’s habit of mind
▪ Gurung, Chick, & Haynie, (2009); Shulman, (2005)
Threshold Concepts▪ Teach students fundamental/troublesome
concepts▪ Land, Meyer & Smith, 2008; Meyer & Land, 2003
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Third Wave: Beyond Boundaries
Infiltrate the Mainstream Run interference Look at the Big Picture Catalyze SoTL Use
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Infiltrating the Mainstream
Goal: Make SoTL even more visible. Where do you publish your SoTL?
▪ See Weimer, 2008 Where can you publish it? Where is your ‘Commons’? Break new ground
▪ SoTL tracks▪ SoTL journals
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Running Interference
Goal: Facilitate more SoTL Connect with higher administration Become higher administration Network of department chairs Mentoring & Advocacy
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Look to the Big Picture
Goal: Partition out Influences on Learning Models of Teaching and Learning
▪ What’s on your notepad? Empirical data: Meta-meta-analyses
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What Works in the literature?
Traditional lecture Active learning Service learning Problem-based learning
Group learning Mentoring Cooperative learning Discovery learning
Inductive learning Learning by example Inter-teaching Desirable difficulty
Learner centered Curriculum Centered On-line teaching Clickers
Powerpoint Overheads Chalktalks Teachable moments
Universal design of instruction CAP Model Multiple Intelligences Kolb’s learning styles
Journaling Reflective practice Reciprocal teaching Uncoverage
Concept maps question generation Film strips Laboratory-based instruction
Video clips Role playing Modeling Programmed instruction
Keller method Skill practice Guided practice Collaborative learning
Apprenticeship Situated learning Authentic assessment Formative assessment
Classroom research techniques Book reports Class Discussion Small group discussion
Think-pair-share Peer instruction ConcepTests Panel of experts
Brainstorming Case studies Worksheets Guest speakers
Student debates Jeopardy Portfolios Posters or Bulletin boards
Flashcards Research papers Interviewing Lecture with discussion
Oral reports Study abroad Mock convention Textbook assignments
Just-in-time teaching Jigsaw method Wikis Team teaching
Socratic method Modules Podcasts internships or practicums
Writing Across the Curriculum Web enhanced independent research independent study or tutorials
faculty-student research Reaction papers Reflection papers Brain-based education
student teaching letter writing observation immersion learning
peer review Concept grids Self-paced Instruction Learning Communities
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What Doesn’t Work in the literature?
Traditional lecture Active learning Service learning Problem-based learning
Group learning Mentoring Cooperative learning Discovery learning
Inductive learning Learning by example Inter-teaching Desirable difficulty
Learner centered Curriculum Centered On-line teaching Clickers
Powerpoint Overheads Chalktalks Teachable moments
Universal design of instruction CAP Model Multiple Intelligences Kolb’s learning styles
Journaling Reflective practice Reciprocal teaching Uncoverage
Concept maps question generation Film strips Laboratory-based instruction
Video clips Role playing Modeling Programmed instruction
Keller method Skill practice Guided practice Collaborative learning
Apprenticeship Situated learning Authentic assessment Formative assessment
Classroom research techniques Book reports Class Discussion Small group discussion
Think-pair-share Peer instruction ConcepTests Panel of experts
Brainstorming Case studies Worksheets Guest speakers
Student debates Jeopardy Portfolios Posters or Bulletin boards
Flashcards Research papers Interviewing Lecture with discussion
Oral reports Study abroad Mock convention Textbook assignments
Just-in-time teaching Jigsaw method Wikis Team teaching
Socratic method Modules Podcasts internships or practicums
Writing Across the Curriculum Web enhanced independent research independent study or tutorials
faculty-student research Reaction papers Reflection papers Brain-based education
student teaching letter writing observation immersion learning
peer review Concept grids Self-paced Instruction Learning Communities
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Entwistle (2009)
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Fink’s Conceptualization of College and University Teaching
Knowledge
Course Design
Teacher-StudentInteraction
CourseManagement
Beginning of the Course
Fink, L. D. (2003).
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Lowman’s Two-Dimensional Model of Effective College Teaching
Dimension 1: Intellectual Excitement Clarity of Presentations (what is presented) Emotional Impact on Students (way material is presented)
Dimension 2: Interpersonal Rapport Awareness of Interpersonal Nature of the Classroom Communication Skills that Enhance Motivation and
Enjoyment of Learning and that Foster Independent Learning~
Lowman, J. (1995).
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Extended Lowman-Keeley et al. Model
StudentTeacher Knowledge LearningTechnique
Social Context(rapport)
Social Context(rapport)
Intellectual Excitement
Intellectual Excitement
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Topic, Content, andLearning Goals
Level of Student Understanding
Characteristics of the Teacher
Post-event Reflection
Manipulate
Monitor,Manage,Manipulate Monitor Manipulate
Student-Teacher Rapportand Classroom Atmosphere
In-the-Moment Reflection Pre-event
Reflection
Form of Assessment
TeachingStrategies
Characteristics of the Learner
LearningStrategies
The TACOMA Model of Teaching (Chew et al., 2009)
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Background, preparation, and individual characteristics
Understanding the ways that humans learn
Classroom design, technology, and institutional priorities
Content difficulty, relevance, organization, and accuracy
Teaching technique, teacher behaviors, andstudent learning activities
Desired results of teaching, short- and long-term goals, and assessment practices
Groccia’s (2012) 7-Component Model From St. Clair, K. L., & Groccia, J. E. (2012). Change to social justice education: A higher education strategy. In Skubikowski, K., Wright, C., & Graf, R. (Eds.). Social justice education: Inviting faculty to transform their institutions. Sterling, VA: Stylus.
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Innovations & Imperatives
Making SoTl accessible National SoTL infrastructure
▪ (Poole, Taylor, & Thompson, 2007) Building on MERLOT SoTL Electronic Repository The psychology of teaching: An
empirically based guide to picking, choosing, & using pedagogy
The MetaSearch ProjectTackle cross-cutting questions.
▪ What are the processes most linked to learning?
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Innovative Strategies
Making Learning More Visible: Lesson Study
Blooming Biology Tool (Crowe, Dirks, & Wenderoth, 2008)
Question-Eliciting-Questions (Dickman, 2009)
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The Question of Impact
HOW do you use SoTL?Change course design?Modify assessments?Tell students about SoTL results?
Main uses (McKinney & Jarvis, 2009; Meyers, 2009)
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The Big Picture
• How will you do it?
• Did it work?
• Present• Publish
• What’s YOUR question?
• What will YOU do?
• What are students’ learning?
• How can you do better?
• What’s been done? Reflect &
Review
Focus &
Change
Assess &
Evaluate
Share &
Respond
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Reflect & Review
• How are students’ learning?
• What can you do better?
• What’s been done? Reflect &
Review
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The Context
Course
Goal
SLOAssessme
nt
SLOAssessme
nt
Goal
SLOAssessme
nt
SLO Assessment
PEDAGOGY
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Unpacking Pedagogy
Pedagogy
ContentText
Readings
Methodology
Lecture
Discussion
AssignmentsPapers
Service Learning
Oral Presentation
DebateLab
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Backward Design and Action Research
Backward Design (Fink, 2003; Wiggins & McTighe, 1998)
1. Articulate learning goals first/determine learning objectives (outcomes)
2. Determine assessment methods/techniques
3. Select pedagogical / teaching strategies
Action Research
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Three-Column TableEnsure course activities and assessment aligned with LO’s
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Landrum, 2012
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Landrum, 2012
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Landrum, 2012
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Establish Clear Learning Outcomes
(Gurung & Landrum, 2012)
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Focus & Change
• What’s YOUR question?
• What will YOU do?
Focus &
Change
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Focus: What’s Your Question?
Someone teaches Something to Someone else Somewhere (Schwab, 1973)
Teacher Scrutinize your assignments
Material Textbook evaluations
Students How do students study?
ContextOnline, hybrid, face to face
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Think about One problem you encounter in your
coursessuch as:A student behavior you would like to change
A learning objective you want to better achieve
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Change: What will you do?
Flip your classroom Engage problem-based learning in a class Add a case study approach Introduce service-learning components Teach without a textbook Have students construct learning
portfolios Increase the amount of writing, music,
visuals, or reflection used in class
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Think about : One problem you encounter in your
courses
What solution might you use to address the problem?
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Disciplines Vary in Methodology
Learning To Think▪ Donald (2002)
Signature Pedagogies ▪ Teach students your discipline’s habit of mind
▪ Chick, Haynie, & Gurung (2012)▪ Gurung, Chick, & Haynie (2009)
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Think about
One problem you encounter in your courses
What solution, might you try to address one of these problems?
How will you assess the success of your solution? What evidence will you collect?
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A key distinction
Quantitative Vs. Qualitative Methodology vs. Analysis
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How will you do it?Research Design
Describe
Qualitative Quantitative
Correlate Compare
Pre-Post Groups
Across semesters
Within semesters
Within classes
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Did it work?
Watch Classroom Observation Content Analysis
▪ Develop a coding scheme (categories, rubrics)
▪ Units of analysis (words, turns-at-talk)▪ Rater Training & Reliability
Ask Survey Focus Group Protocol Analysis
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Lesson Study (Cerbin, 2012)
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How Do You Know It Worked?
Retention over the termJournal evidenceStudent discussion
increasesStudent preparation
improvesStudent evaluations
improvePortfolio showcasing
student workClassroom assessment
techniques
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Assessment ChoicesQuantitativesurvey scorescourse exam,
project, paper scores
frequencies of multiple choice test item responses
standardized scales and tests
counts (participation, web requests, office visits)
measures of time use
institutional research data
Qualitative
performances interviews focus groupsstudent
projects term papers essay items exams
reflective statements journals reports of others
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Assess & Evaluate: Key Methodologies in SoTl
• How will you do it?
• Did it work?
Assess &
Evaluate
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How Do You REALLY Know It Worked?Statistical Significance (SPSS;EXCEL)Correlational r (ranges from -1 to 1)T-Tests; Analysis of Variance (ANOVA)
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Did it Work? Correlations
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Use of Pedagogical Aids
(Gurung, 2003; 2004)
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Does using Pedagogical Aids Help?
(Gurung, 2004)
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Does Online Studying help?
Online
0.18
0.15
0.19
Correlations to Exam Score
Connect MyPsychLab Psychportal
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Comparing Group Differences?
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Compare Classes
Ethical counterbalance
Compare Classes
Intervention
Random Assignment
Class
Section 1
Novelty
Test
Nothing
Test
Section 2
Nothing
Test
Novelty
Test
Comparing Groups Between Classes
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Compare Groups
Ethical counterbalance
Compare Groups
Intervention
Random Assignment
Class
Group1
Novelty
Test
Nothing
Test
Group 2
Nothing
Test
Novelty
Test
Comparing Groups Within Class
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Thinking Like a Historian (Voelker, 2012)
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Qualitative to Quantitative
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Voelker Results
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Validity of Measurement
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Construct Validity of Surveys and Polls
Choosing question formatsWriting well-worded questionsEncouraging accurate responses
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Choosing Question FormatsOpen-ended questionsForced-choice formatLikert scaleSemantic differential format
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Writing Well-Worded Questions
Leading questionsDouble-barreled questionsDouble negatives (vs. negatively worded items)Question order
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Encouraging Accurate Responses
Response sets (three types) Yea-saying/ nay-saying Fence sitting
Faking good or badSaying more than we can knowMeasuring subjectivity vs. objectivity
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Good surveys (or not): How great is this workshop?
Your Name: What do you look like?
Yesterday we talked about validity. Did I do a good job of explaining it?
a. Absolutely! b. Completely c. Very much yes d. yes e. Mostly yes
Is this your favorite workshop and do you have two legs? Yes/No
Do you favor reducing the overwhelming amount of homework you are forced against your will to do? Yes/No
If you weren’t to advocate not doing your homework, would you also not advocate not increasing the amount of reading you don’t feel is too much already? A. No B. Not no
Do you enjoy being alive? Yes/No DO you think humans should keep having children? Yes/No Will you give me a chilly pepper on ratemyprofessors.com? Yes/No
anonymityScale choice
Doubl
e
barre
l
Loaded
Double NegativeYea
saying response
set
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What are the violations?
Fence sitting possible
No labels on all items
Too Manychoices
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Threats To Validity: The Dirty Dozen
Design confoundSelection effectOrder effect
MaturationHistoryRegression to the mean
AttritionTestingInstrumentation
Observer biasDemand characteristicsPlacebo effects
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Important Considerations
Individual results may vary.
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Ethical Pedagogical Research
To Publish or Present---
Get Institutional Review Board (IRB) clearance
▪ Gurung (2012)
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Share & Respond
• Present• Publish
Share &
Respond
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Key Variables in Learning
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What the Data Says: Predicting Learning
John Hattie (2009)
800+ meta-analysis
50,000 studies
240+ million students
Elementary, secondary, &
tertiary
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Identifying what matters
Percentage of Learning Variance
StudentsLecturers
Home
Peers
TEOs Others
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Effect on Learning over time?
Decreased EnhancedZero
0 .22
Typical Effect Size
1.0
.40
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The Winners ...Rank Influence Studies Effects ES
1 Self-reported grades/SC of ability 209 305 1.44
2 Piagetian programs 51 65 1.28
3 Formative evaluation of own teaching 30 78 .90
4 Micro teaching 402 439 .88
5 Acceleration 37 24 .88
6 Classroom behavioral 160 942 .80
7 Comprehensive interventions for learning disabled students 343 2654 .77
8 Teacher clarity na na .75
9 Reciprocal teaching 38 53 .74
10 Feedback 1287 2050 .73
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Strategy #13 Example ES
Organizing & transforming Making an outline before writing a paper .85
Self-consequences Putting off pleasurable events until work is completed .70
Self-instruction Self-verbalizing the steps to complete a given task .62
Self-evaluation Checking work before handing in to teacher .62
Help-seeking Using a study partner .60
Keeping records Recording of information related to study tasks .59
Rehearsing and memorizing Writing a mathematics formula down until it is remembered .57
Goal-setting/planning Making lists to accomplish during studying .49
Reviewing records Reviewing class textbook before going to lecture .49
Self-monitoringObserving and tracking one’s own performance and
outcomes .45
Task strategies Creating mnemonics to remember facts .45
Imagery Creating or recalling vivid mental images to assist learning .44
Time management Scheduling daily studying and homework time .44
Environmental restructuring
Efforts to select or arrange the physical setting to make learning easier .22
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Learning has multiple determinants E.g., Predicting GPA Correlations
Individual results may vary. Robbins, Lauver, Le, Davis, Langley, & Carlstrom (2004)
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Major Student Characteristics
Cognitive: ACT, SAT, Highschool GPANon-Cognitive:
Conscientiousness (Noftle & Robins, 2007)
Intrinsic Motivation (Komarraju, Karau, & Schmeck, 2009)
Self-Efficacy Academic discipline
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Why Is This Important for SoTL?
Learning
Instruction
Effort
X
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A measure of Learning Styles ?
Mental learning models
Learning orientations
Context
Richardson, 2011
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86
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Dunlowsky et al. (2013)
87
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88
Dunlowsky et al. (2013)
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“The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by private trial and error, to be sure – but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community
that encourages such risks.” —Parker J. Palmer
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On Reading
Helen Regueiro Elam explains in “The Difficulty of Reading” (1991: 73), American culture does not take well to
the idea of difficulty. Our penchant is for one-step, one-stop solutions to problems, and we expect and demand in all areas of life, including reading, an ease of achievement that is antithetical to thought itself. . . . Difficulty is there to be overcome, disposed of, certainly not to become the invisible partner of our daily lives.
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Compare Pre-Post: Close Reading
Chick, Hassel, & Haynie (2009)