1. URBAN LEGEND or PRACTICAL PEDAGOGY? Are you a teaching ninja?

2. Radford University Presenters: Alyssa Archer Candice Benjes-Small Susan Van Patten

3. Rules For each theory, your team needs to decide whether it’s an: URBAN LEGEND or PRACTICAL PEDAGOGY. We will let you know when it is time to vote. Team with the most points at the end are declared teaching ninjas and win a fabulous prize!

4. Team Formation

5. Get ready....

6. Millennial students are excellent multitaskers; therefore, we don’t need to worry about their learning if we see them texting off-topic during class.

7. Urban Legend Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real- time classroom learning. Computers & Education, 58(1), 365-374.

8. For e-lessons, you should include images as well as narration that duplicates on-screen text.

9. Urban Legend Redundancy Principle Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.

10. People learn better when content is spread over multiple classes rather than massed into one session.

11. Practical Pedagogy Distributed Practice Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795-805.

12. The tried and true practice of highlighting text is an optimal study practice.

13. Urban Legend Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

14. In order to succeed in any field, you must practice a specific task an average of 10,000 hours.

15. Urban Legend Epstein, D. (2013). The sports gene: Inside the science of extraordinary athletic performance. New York, NY: Penguin Group. Goleman, D. (2013). Focus: The hidden driver of excellence. New York, NY: HarperCollins.

16. True or False?

17. Urban Legend Lalley, J. P., & Miller, R. H. (2007). The learning pyramid: Does it point teachers in the right direction? Education, 128(1), 64-79. Benjes-Small, C, & Archer, A. (2014). Tales of the undead learning theories: The learning pyramid. Retrieved from http://acrlog.org/2014/01/13/tales-of- the-undead-learning-theories-the-learning-pyramid/

18. Providing notes or partial notes before class improves learning.

19. Practical Pedagogy Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficacy in learning: Evidence- based guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons.

20. In PowerPoint, have no more than four bullets per slide.

21. Practical Pedagogy Principle of Limited Capacity Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Journal of Behavioral and Brain Science, 24, 87–114.

22. Pedagogical aids in a textbook, like bolded keywords and having discussion questions, help student performance.

23. Urban Legend Gurung, R. A. R., & Daniel, D. (2005). Evidence-based pedagogy: Do text-based pedagogical features enhance student learning? In D. Dunn & S. L. Chew (Eds.), Best practices for teaching introduction to psychology (pp. 41–55). Mahwah, NJ: Erlbaum.

24. Encourage your students to use mnemonic devices to remember keywords for long term learning.

25. Urban Legend Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

26. Students who take notes longhand remember conceptual information better than those who type on a keyboard.

27. Practical Pedagogy Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168.

28. Sending a welcome email to students before classes starts can lead to higher student engagement.

29. Practical Pedagogy Wilson, J. H., Wilson, S. B., & Legg, A. M. (2012). Building rapport in the classroom and student outcomes. In Schwartz, B. M. (Ed); Gurung, Regan A. R. (Ed), Evidence-based teaching for higher education (pp. 23-37). Washington, DC, US: American Psychological Association.

30. Visual, Auditory, Kinesthetic - You need to keep in mind students’ learning styles and tailor the material accordingly to aid retention.

31. Urban Legend Lilienfeld, S. O. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. Chichester, West Sussex: Wiley-Blackwell.

32. For simple objective test questions (T/F, multiple choice, matching) immediate feedback is better than delayed feedback.

33. Practical Pedagogy Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. Dihoff, R. E., Brosvic, G. M., & Epstein, M. L. (2012). The role of feedback during academic testing: The delay retention effect revisited. The Psychological Record,53(4), 2.

34. Students’ attention declines after 10 minutes during lectures

35. Urban Legend Wilson, K., & Korn, J. (2007). Attention during lectures: Beyond ten minutes. Teaching Of Psychology, 34(2), 85-89. Bunce, D. M., Flens, E A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87, 1438-1443.

36. And the winner is...