· Blog Post 2: Evaluate how you applied research-based guidelines to your lesson and how these guidelines enhance learning.
Abiding by the contiguity principle, which refers to placing appropriate amounts of text in close proximity to the graphic it is attempting to describe has proven to require less cognitive energy than if the text was separated from the topic. Since each section of the lesson is segmented into small portions, each slide is self-sustaining. This eliminates any referencing back and forth between slides where the learner can become frustrated and confused.
Practice exercises were also implemented after each small section of the presentation and followed up by effective feedback. Providing students with opportunities to apply their knowledge in a practical and work-specific format has proven to enhance the long-term learning effects of the lesson. The feedback given after each practice exercise clarifies for the student their progress and how to improve. Rather than simply stating whether or not the student’s response or action was right or wrong, explanatory feedback will be provided so that the learner can identify their errors and make improvements.
A collaborative activity is used at the end of the lesson to further the learning experiences. By sharing ideas, perspectives, and experiences the students learn to critically analyze each other’s contributions to determine how they can be improved and applied to their situations. Clark and Mayer note Slavin (2011) in e-learning and the science of instruction for stating that “Cooperative learning methods are extensively researched and under certain well-specified conditions they are known to substantially improve student achievement in most subjects and grade levels” (p. 344).
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA.
