Summaries and activities based on the book "Generative Learning in Action' by Zoe & Mark Enser, based on Fiorell & Mayer's research.
|
STRATEGY |
BOUNDARY CONDITIONS |
POSITIVE RESEARCH CASES |
EFFECT SIZE |
|
TEACHING Teach others about previously studied material. |
BEST: When studying material that students KNOW they will be teaching later- and so reflect on their own understanding, as well as answering peers’ deep questions. |
17/19 |
0.77 |
|
IMAGINING Form internal images to illustrate the content of a lesson. |
BEST: When students have experience of the content. |
16/22 |
0.65 |
|
MAPPING Convert a text lesson into a spatial arrangement of connected key words. |
BEST FOR: Novices, low knowledge base, young age. |
23/25 |
0.62 |
|
SELF-TESTING Test one’s self on previously studied content by answering practice questions. |
BEST: When receiving corrective feedback following practice testing in free- recall or cued recall format. LESS EFFECTIVE : When demanding only recognition (MCQ) |
44/47 |
0.62 |
|
SELF-EXPLAINING Explain the content of a learning episode by elaborating on the content covered. |
BEST: When studying diagrams and conceptual materials, for novices, and with focussed prompts. |
44/54 |
0.61 |
|
ENACTING Engage in task relevant movements during learning. |
BEST: Students already have a relatively high knowledge base, as well as receiving guidance and practice. (Mainly younger children) |
36/44 |
0.51 |
|
SUMMARISING Restate the main ideas of a learning episode in ones own words. |
BEST: Summary skills are directly taught LEAST EFFECTIVE: For content with complex spatial relations |
26/30 |
0.5 |
|
DRAWING Create a drawing to illustrate the content of a lesson. |
BEST: When drawing skills are directly taught, lessening cognitive load by providing partially drawn illustrations to complete. |
25/28 |
0.4 |