TLT Bookshelf

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The TLT Bookshelf is a series presented by WSU's TLT team to share summaries and recommendations from the top teaching and learning books.

Lang, James M. (2016). Small teaching: Everyday lessons from the Science of Learning. Jossey-Bass.

Small Teaching

Knowledge: developing mastery of material through exposure and repetition

Retrieving: building cognitive pathways through exposure and repetition

• Ask “What did you learn last time?” at the start of class.
• Ask “What did you learn today?” at the end of class.
• Use low-stakes quizzes to gauge learning.

Predicting: making predictions to activate prior knowledge

• Use pre-tests to to gage learning.
• Ask student to predict how something will work.

Interleaving: spacing learning sessions over time and varying practice methods

• Use frequent and low-stakes quizzes on content.
• Make connections for students to previous and future content.

Understanding: applying course concepts and materials

Connecting: building comprehension by connecting new information to old information

• Present an organization framework for class structure.
• Ask students to complete a concept map.
• Use examples from real life.

Practicing: using class time for student practice and development of cognitive skills

• Break down larger assignments into small pieces.
• Allow students to self correct after feedback.
• Use class time to practice.

Explaining: explaining out loud how

• Explain your reasoning behind activities and assignments.
• Use peer-instruction, such as think-pair-share.
• Ask students to explain concepts to someone else.

Inspiration: influencing mindsets and attitudes that contribute to learning

Motivating: impacting students’ perceptions of the value, purpose, and benefit of an activity

• Show enthusiasm and share the positive real-work impacts of concepts.
• Pique student interest in concepts and activities.

Belonging: creating a sense of cognitive belonging, encouraging effort

• Identify (or ask students to) their assets.
• Name good work - share examples, provide positive feedback.
• Structure classes with more explicit instruction.

Learning: continuing your own professional development

• Read books, listen to podcasts, attend conferences, subscribe to a newsletter, attend events on campus

Availability

Available from WSU Library

Available through Winona Public Library (MNLink)

Hogan, Kelly A. & Sathy, Viji. (2022). Inclusive teaching: Strategies for Promoting Equity in the College Classroom. West Virginia University Press.

Inclusive Teaching

Inclusive teaching is a pedagogical decision. While preparing a class, assignment, lecture, or activity, teachers should consider (1) who might be left behind because of this decision and (2) how can these students be invited in. Inclusion is intentional, deliberate, and ongoing.

Diversity: the way students are similar and different

Equity: the goal of all learners having access to the same opportunities

Inclusion: culture where students feel welcomed, valued, and safe

Embrace Structure

The authors argue that structure is the key to bringing in students who have been traditionally underserved is to create more structure in class. Structure provides students with information about how to approach the course.

What do the authors mean by "structure"? Structure shows students how they should work, how they will be held accountable, and how they should approach the course. Structure means being transparent about why you are teaching in a certain way. The authors suggest adding required practice before, during, and after class.

Adding structure levels the playing field for students, and does not harm those students who already know what they are doing. Structure can be overlaid with active learning strategies.

• explain how students should use resources
• provide skeleton outlines
• require reading guides, quizzes, discussions, or reflections
• share lesson objectives

Availability

Available through Winona Public Library (MNLink)

Mayer, Richard E. (2021). Multimedia learning (3^rd ed). Cambridge University Press.

Multimedia Learning

Mayer’s multimedia learning theory outlines how to structure multimedia elements to maximize student learning. Mayer’s 15 principles are grounded in cognitive science.

Dual-Channel Assumption: We have 2 separate channels for processing auditory and visual information.

Limited-Capacity Assumption: We have limited ability to absorb information at one time.

Active-Processing Assumption: We should be actively engaged in the learning process.

• Segmenting Principle: we learn better when complex information is broken down.
• Pre-Training Principle: we learn new things better when we already know the basics.
• Modality Principle: we learn better with images and narration than images and text.
• Multimedia Principle: we learn best with a combination of text and images.
• Embodiment Principle: we learn more from instructors who display high embodiment than low.
• Coherence Principle: we learn better when unnecessary information is excluded.
• Signaling Principle: we learn better when cues point us in the right direction.
• Redundancy Principle: we learn best with a combination of images and narration.
• Temporal Contiguity Principle: we learn better when text and images are presented at the same time.
• Immersion Principle: we do not necessarily learn better from 3D than 2D images.
• Personalization Principle: learning is best when it is personalized and focused on the learner.
• Voice Principle: we learn best with real presenters than artificial voices.
• Image Principle: we do not learn better when an image of the presenter is added to the screen.
• Spatial Principle: we learn better when text and images are close together.
• Generative Activity Principle: we learn better when we are guided through learning.

Brown, Peter C., Roediger III, Henry L., & McDaniel, Mark A. Make it stick: The science of successful learning. Harvard University Press.

Make it Stick

The strategies many students use to learn (read - re-read and highlighting) may not be as effective as they think. In fact, these strategies may give students an over-confidence about what they know.

Recommendations

1. Mix up learning strategies. Practice retrieving (recalling) information in new ways. Varied practice improves how well you can apply your learning to new situations. For example, when reviewing your notes ask yourself: "What are the main points?" or "How do these ideas relate to what I just learned?"
2. Space out your practice. Massed practice (ex: "cramming") does not work well for learning. After each class, take some time to review your notes and readings. Make this a regular activity for all of your courses.
3. Test yourself. Multiple-choice questions are fine, short answers are better. Even flash cards. Test yourself, especially on the concepts you do not fully understand, not only on the new materials but also weave in previous material.
4. Reflect on your learning. What worked and what did not? How might you do things differently in the future? Try new ideas for studying based on what you have learned about your own style.
5. Mix up your practice. Read Chapter 2 and then go back and work on problems from Chapter 1. Then, try Chapter 3 problems before reading Chapter 3. Even mix up your subjects - a little math, then sociology, and then biology.
6. Elaborate on your learning. Try breaking down the basic rules or principles. Try drawing the concepts and making connections. Try applying what you learned to your own life. Find an image or metaphor for a concept.

Availability

Available from WSU Library

Available through Winona Public Library

Eaton, Robert, Hunsaker, Steven V., & Moon, Bonnie. (2023). Improving learning and mental health in the college classroom. West Virginia University Press.

Improving Mental Health in the College Classroom

We are in a “mental health pandemic” and young adults are at particular risk (75% of lifelong mental health challenges start by the mid-20s). Mental health professionals play an important role, but the teacher’s role cannot be overlooked. Among individuals with mental health challenges, 25% are “dissatisfied” with the college experience and 30% “doubt the worth” of college. Two-thirds of those who withdrew from college did so for mental health reasons. Mental health impacts others: roommates, teammates, classmates.

Be Intentional

Stress reduces our ability focus, make important decisions, and form short- and long-term memories. Stress can lead to depression, reduced academic performance, less cognitive flexibility, and lower executive functioning. Students want faculty who care about and support them. How can we balance potential negative effects of teaching practices with our need to meet student learning outcomes? Try a psychological, pedagogical cost-benefit analysis:

• Carefully consider what we want to accomplish with an activity or assessment.
• Ask, what are the potential mental health impacts of this practice?
• Ask, how effective is this practice in helping students learn?
• Consider ways to temper the costs while preserving the benefits.
• Ask, are there alternatives? How do they compare psychologically and pedagogically?

Recommendations

• learn students’ names
• be proactive about reaching out to students
• make the most of “office hours” (require a first meeting, meet in common spaces, define them)
• make course design consistent and predictable (this reduces cognitive load)
• encourage and reward intellectual growth (provide opportunities for practice, give personal feedback)

Availability

Available through Winona Public Library (MNLink)

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