Book Chapter

Presentation or Book Chapter Assignment Your goal is to teach your assigned Influences on Student Learning topic to a general audience of teachers, students, and/or parents. You can choose to complete either an 8–10 min presentation or a 1250–1500 word book chapter (not both; book chapter length does not include references). This about the time it takes to present the slide deck for a learning strategy from Understanding How We Learn, and about half the length of chapter 8, which contains two learning strategies. Use chapters 8–10 from Understanding How We Learn and the learning strategies slide decks from learningscientists.org (posted in the course’s Slide Decks folder) as examples of how to create an accessible and understandable presentation or book chapter. Note: Chapters 8–10 are EXAMPLES, and your presentation or book chapter is on the topic that we assigned to you, NOT the topics in Understanding How We Learn. This assignment is an opportunity to develop your critical thinking skills (https://www.learningscientists.org/blog/2018/6/10/weekly-digest-112). Using simple language, describe the influence on student achievement (abbreviated, “influence”). Include visual representations of the influence. In addition to the infographics in Understanding How We Learn and the associated slide decks, numerous example infographics exist (e.g., https://ies.ed.gov/ncee/edlabs/regions/southeast/publications.asp). You can include infographics as a slide in your presentation or a figure in your book chapter. Provide at least one concrete example of the influence (https://www.learningscientists.org/blog/2017/8/20/weekly-digest-73). Provide a brief history of research on the influence. Describe potential theoretical mechanisms that underlie the influence. Describe classroom-based and other real-world studies of the influence, demonstrating whether or not the influence works well in the real world (and not just under controlled laboratory conditions). Include at least one graph of empirical data that illustrates the influence you are describing, with sufficient explanation to properly interpret the graph. Describe caveats and limitations that are relevant to teaching and learning effectiveness. Is the influence something that a person can practice and improve (e.g., retrieval practice), or is it an inherent quality held by a person that is beyond their control (e.g., having a two-parent family)? Does the influence translate well from laboratory to classroom? Is it easy for teachers or students to implement? Does it generalize across a wide range of educational topics?

 

 

As you describe your claims, consider the strength of evidence of your phenomenon (i.e., the effect size of the influence). Ensure that your claims are in line with the demonstrated strength of the evidence. Evaluate the quality of studies you include in the presentation or book chapter, making it clear when a study provides weak evidence. Consider replacing studies that provide weak evidence due to methodological and other flaws with stronger studies. Utilize at least eight peer-reviewed journal articles, as well as books and book chapters written by experts in the field, as part of your empirical and theoretical support. Cite these articles in your presentation or book chapter, and provide a reference list. Avoid citing websites and articles written by non-experts. If possible, include at least one review paper and one meta-analysis of the topic. Include headings and other organizational structure, to guide the viewer or reader. You can utilize research databases to locate peer-reviewed and other literature on your topic. Some examples are Google Scholar (https://scholar.google.com/), PsycInfo (https://ocul- yor.primo.exlibrisgroup.com/permalink/01OCUL_YOR/q36jf8/alma991016230909705164), ERIC (https://ocul- yor.primo.exlibrisgroup.com/permalink/01OCUL_YOR/q36jf8/alma991019738119705164), and omni (https://www.library.yorku.ca/web/). Websites exist on evidence-based teaching strategies (https://www.evidencebasedteaching.org.au/evidence-based-teaching- strategies/).What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/) provides evidence- based evaluations of education programs and practices. The filename should be fullname_group##_topic.filetype, where fullname is your name, ## is your group number, topic is the Influences on Student Learning topic you were assigned, and filetype is the file extension (docx, pdf, mp4, mov, etc.). After the assignment deadline, your presentation or book chapter may be made available for viewing or reading by all students in the course.

 

 

Presentation or Book Chapter Grading Rubric Unsatisfactory = 0 points out of 1 Satisfactory = 0.7 points out of 1 Outstanding = 1 point out of 1 Adequately described the influence, 4 points Included visual representations, 6 points Provided a concrete example, 4 points Provided a history of the influence, 4 points Described theoretical mechanisms, 6 points Described real-world studies, 6 points Provided a graph of empirical data, 2 points Described caveats and limitations, 6 points Utilized strong evidence, 2 points Indicated study weaknesses, 2 points Utilized headings and organized content, 4 points Used eight or more peer-reviewed journal articles, 4 points Provided references, 2 points APA style for citations and references, 2 points Proper spelling, 2 points Proper grammar, 2 points Filename follows requested format, 2 points Late penalty: 0 points for on time; -3 points for up to one day late; -6 points for up to three days late; -9 points for up to five days late; -12 points for up to seven days late

 

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