This document discusses various topics related to education research and teaching methods. It mentions research on the Cone of Learning, feedback, Project Follow Through study, dual coding theory, and challenges with working memory. It advocates for keeping presentations simple, using prior knowledge, spaced repetition, and combining words and images based on dual coding theory research. The document cautions against unevidenced approaches like learning styles and suggests teachers focus on building their repertoire of content and approaches while staying informed.

1. Hello!

2. My name is Pedro De Bruyckere…

3. Twitter:
@thebandb
Website:
TheEconomyOfMeaning.com
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4. Twitter:
@thebandb
Website:
TheEconomyOfMeaning.com
New book out soon:
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5. 90
205 trillion
8
2
352.000
3 á 4
2

6. 90
205 trillion
8
2
352.000
3 á 4
2

7. Example:
(but wrong!)

8. Aka: the Loch Ness Monster of Education!

9. Where does it come from?

10. Who invented it?

11. Dale?

12. Bale?

13. Glaser?

14. Glasser?

15. National Training
Laboratories (NTL)?

16. The shape is based on one of the oldest theories on
multimedial learning:

17. Dale, E. (1969)

18. But:

19. The percentages???

20. First real research: 2007
Lalley and Miller, 2007

21. Conclusion: very wrong.
Lalley and Miller, 2007

22. Luckily!

24. The harsh reality:

25. Things often get…

26. 315*2 or 205 trillion options
Koedinger, K. R., Booth, J. L., & Klahr, D. (2013).
Instructional complexity and the science to constrain
it. Science, 342(6161), 935-937.

27. Not everything works &
nothing works all of the time.

28. Example: 8 possible reactions

29. You’ve heard about this before:
meta-analyses

31. In education: meta-meta-analyses

32. John Hattie:

33. Different effect sizes.

34. A basic statistic:

35. Often forgotten:
Bernard, R.M., Brauer, A., Abrami, P.C., & Sur- kes, M. (2004). The development of a question- naire for predicting
online learning achieve- ment. Distance Education, 25(1), 31-47.

36. The power of feedback?

37. It’s a bit more complicated than that!

38. Imagine: you give the perfect feedback,
on the right moment,
not too much,
will the student have learn?

39. 8 possible reactions:
Reaction of the pupil The feedback more or less says that…
the objectives were more than
adequately reached.
the objectives were not adequately
reached.
Changes behaviour. the pupil will try less hard to do his/her
best.
the pupil will try harder to do his/her
best.
Changes objective. the pupil will become more ambitious
and want to achieve more.
the pupil becomes less ambitious.
Loses heart and abandons the
objective.
the pupil finds the objective too easy. the pupil finds the objective too
difficult.
Does not accept the feedback. the pupil ignores the feedback. the pupil ignores the feedback.

40. 2 reactions mean learning:
Reaction of the pupil The feedback more or less says that…
the objectives were more than
adequately reached.
the objectives were not adequately
reached.
Changes behaviour. the pupil will try less hard to do his/her
best.
the pupil will try harder to do his/her
best.
Changes objective. the pupil will become more ambitious
and want to achieve more.
the pupil becomes less ambitious.
Loses heart and abandons the
objective.
the pupil finds the objective too easy. the pupil finds the objective too
difficult.
Does not accept the feedback. the pupil ignores the feedback. the pupil ignores the feedback.

41. 90
205 trillion
8
2
352.000
3 á 4
2

42. 90
205 trillion
8
2
352.000
3 á 4
2

43. Example: Project Follow Through?

44. 352.000 pupils

45. = the largest and most expensive
experimental project in education.
(1967-1977)

46. The conclusions in short:

47. PISA 2015!

49. Oops!
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why
minimal guidance during instruction does not work: An
analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based
teaching. Educational psychologist, 41(2), 75-86.

51. Why dismissed?

53. Paradigm discussion?

54. Why?

55. Part 1: which card(s) do you need to turn
over in order to determine if this rule is
true or false:
“If a card has a vowel on one side, then it
has an even number on the other side.”

58. It’s the same!

59. Our working memory
works like a spamfilter!

60. 3 á 4
1
2
3
4
5
6
7
8
9
10
11
12

61. Working
S
E
N
S
O
R
Y
Long-
term

62. How to get something through the bottleneck?

63. Prior knowledge,

64. Automatisation,

65. Spaced repetition,

66. Don’t forget: Ebbinghaus

67. Also: spaced repetition

68. With technology:
Lindsey, R. V., Shroyer, J. D., Pashler, H., &
Mozer, M. C. (2014). Improving students’ long-
term knowledge retention through
personalized review. Psychological science,
25(3), 639-647.

69. Combine words and images,

70. 90
205 trillion
8
2
352.000
3 á 4
2

71. Dual-coding theory.

72. I’m not talking about learning styles.

73. Very popular,
NO evidence!
(Coffield, Moseley, Hall, & Ecclestone, 2004)
Kolb’s
Learning styles

74. Even worse:
differentiation for learning styles has
little to no effect!
(Hattie, 2009, 2012 and quite a lot of others)

75. Better reason: “dual channel theory”
Clarck & Mayer, 2011

76. Dual channel theory:

77. Word (in print or sound) + image =

78. Word (in print and sound) + image =

79. How to prepare a presentation?

80. K.I.S.S.
(Keep it simple, stupid)
Clarck & Mayer, 2011

81. So don’t:

83. Slightly
better:

84. 90
205 trillion
8
2
352.000
3 á 4
2

85. 2 extra items on your to do list, imho:

86. 1. Work on your ‘repertoire’

87. ‘Repertoire’ = both content & approaches

88. 2. Be an informed ‘Amateur’

89. “amateurs = someone who loves & cares”
(Masschelein en Simons, 2012)

90. 12

91. 10

92. 200

93. +/- 200

94. 1

95. To help you chose between 205 trillion options.

96. Thanks!
@thebandb
www.TheEconomyOfMeaning.com