RESOURCES
for
Ep 48. How we learn: Naive, purposeful, and deliberate practice with Stephen Chew

The transcript for this episode is here

You can listen to the episode here: Chalk & Talk Podcast.

Stephen Chew's YouTube channel

YouTube: @pewfew

Stephen Chew’s articles

Using Examples to Promote Learning by Stephen Chew

Addressing Tenacious Misconceptions  by Stephen Chew

Active Learning Is an Educational Buzzword (and Not Particularly Useful)  by Stephen Chew

Practice Is Essential for Developing Expertise (but Often Misunderstood)  by Stephen Chew

Some Observations about Students Who Struggle with Math by Stephen Chew

The Cognitive Challenges of Effective Teaching by Stephen Chew and William Cerbin

Effective lecturing strategies

Cerbin, W. (2018). Improving student learning from lectures. Scholarship of Teaching and Learning in Psychology, 4(3), 151–163. https://doi.org/10.1037/stl0000113.

Interactive Lecturing: A Handbook for College Faculty by Elizabeth Barkley and Claire Major

Other publications and resources mentioned in the episode

Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2014). Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide. Journal of Experimental Psychology. General, 143(2), 804–824. https://doi.org/10.1037/a0033906

Kowalski, P., & Taylor, A. K. (2017). Reducing Students’ Misconceptions With Refutational Teaching: For Long-Term Retention, Comprehension Matters. Scholarship of Teaching and Learning in Psychology, 3(2), 90–100. https://doi.org/10.1037/stl0000082

Mazur, E., & Watkins, J. (2010). Just-in-Time Teaching and Peer Instruction. In S.. P. Simkins & M. H. Maier (Eds.), Just-In-Time Teaching (pp. 39-62). Just-in-Time Teaching: Across the Disciplines, Across the Academy (1st edition). Routledge. https://doi.org/10.4324/9781003445517

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Bjork, R. A., & Bjork, E. L. (2020). Desirable difficulties in theory and practice. Journal of Applied research in Memory and Cognition, 9(4), 475. http://dx.doi.org/10.1016/j.jarmac.2020.09.003

Credit to Jazmin Boisclair for this helpful resource page