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Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile
Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile
Pedagogicon Conference Proceedings
In response to the Covid-19 Pandemic, new and varied platforms of instruction have become commonplace across all content areas of higher education. As a result, faculty are faced with the challenge of individualizing and differentiating instruction more than ever before. As outlined in High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), successful teaching at all levels requires skill in 4 intertwined components of practice: collaboration, assessment, social/ emotional/behavioral practices, and instruction. Incorporating aspects from each component of practice into higher education courses can help faculty improve engagement and enhance learning outcomes for all students.
Teaching Students Effective Learning Strategies, Hung-Tao Chen, Megan Thomas, Katelyn Mcclure
Teaching Students Effective Learning Strategies, Hung-Tao Chen, Megan Thomas, Katelyn Mcclure
Pedagogicon Conference Proceedings
Much research has focused on the effect of learning strategies such as completing practice testing and highlighting. Previous research has found that practice tests and distributed practice are the most effective while elaborate interrogative, self-explanation, and interleaved practice are moderately effective (Dunlosky et al., 2013). Other common strategies, such as summarization, are found to be ineffective. Many college students use these ineffective learning strategies, and it is therefore important to teach students to use good learning strategies. The current study compared a video-based teaching method on effective learning strategies versus a text-based method. Undergraduate students (n=109) were taught effective learning …