1. Small Teaching James M. Lang
Jossey Bass 2016
Everyday Lessons From the Science of Learning
Jossey Bass, 2016
BU Library LB 1063.L36S

2. Let’s check that I put it where I can find it…
Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambrose on subjective value, expectancies “is this worth it?“ “Can I do it well?“
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

3. I know I remember …
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end, trouble and a resolution. Engage with purpose: on the syllabus, on the board, online and in individual assignments.
By Original: lyzadanger Derivative work: Diliff - CC BY-SA 2.0,

4. Intake Insufficient Information in is not enough
We need to practice recall
Memories are strengthened by use
Use means searching where it’s been put
Retrieval practice returned test results a full grade higher then without retrieval practice. Nearly re-reading does not help. Brief ungraded quiz at the beginning and end of class and before a test will improve student scores.
Put a quiz in the form in which the final exam will be delivered, multiple-choice and short answer. Sentences Ask a big question at the end of the lecture. Student should write there answer forward them and for me.
Try some private writing before discussion.
Use all the resource materials in your class as retrieval tool, frame works with in which to practice recalling course information. Even just a detailed syllabus can be a retrieval tool.
Principals Frequency matters Alone practice and assessment form Require thinking, manipulation of the information.  Induce reflection Privilege shorter, inform discussions over longer, uninformed discussion.
Predictions and bets put skin in the game. They induce more critical thinking. Even incorrect predictions help retention, the student has more invested. Stay big picture, out of the weeds. The teacher expert has a Tate web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see. Any guess begins to Lynn questions and possible answers, it causes searching. This activates prior knowledge and prepares the brain to slot new knowledge and process potential application of the knowledge.
This is a first sketch of what the right answer is. A prediction is the first future ration of her question-and-answer work together Dash or don’t. Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Bidding on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information,but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

5. Intake Insufficient Recall what was just said. Check it
Retrieval practice returned test results a full grade higher then without retrieval practice. Nearly re-reading does not help. Brief ungraded quiz at the beginning and end of class and before a test will improve student scores.
Put a quiz in the form in which the final exam will be delivered, multiple-choice and short answer. Sentences Ask a big question at the end of the lecture. Student should write there answer forward them and for me.
Try some private writing before discussion.
Use all the resource materials in your class as retrieval tool, frame works with in which to practice recalling course information. Even just a detailed syllabus can be a retrieval tool.
Principals Frequency matters Alone practice and assessment form Require thinking, manipulation of the information.  Induce reflection Privilege shorter, inform discussions over longer, uninformed discussion.
Predictions and bets put skin in the game. They induce more critical thinking. Even incorrect predictions help retention, the student has more invested. Stay big picture, out of the weeds. The teacher expert has a Tate web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see. Any guess begins to Lynn questions and possible answers, it causes searching. This activates prior knowledge and prepares the brain to slot new knowledge and process potential application of the knowledge.
This is a first sketch of what the right answer is. A prediction is the first future ration of her question-and-answer work together Dash or don’t. Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Bidding on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information,but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

6. Regular Recall Retrieval practice a grade higher
Re-reading alone won’t do
Require regular recall
Ask a big question at the end of the lecture. Student should write there answer forward them and for me.
Try some private writing before discussion.
Use all the resource materials in your class as retrieval tool, frame works with in which to practice recalling course information. Even just a detailed syllabus can be a retrieval tool.
Principals Frequency matters Alone practice and assessment form Require thinking, manipulation of the information.  Induce reflection Privilege shorter, inform discussions over longer, uninformed discussion.
Predictions and bets put skin in the game. They induce more critical thinking. Even incorrect predictions help retention, the student has more invested. Stay big picture, out of the weeds. The teacher expert has a Tate web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see. Any guess begins to Lynn questions and possible answers, it causes searching. This activates prior knowledge and prepares the brain to slot new knowledge and process potential application of the knowledge.
This is a first sketch of what the right answer is. A prediction is the first future ration of her question-and-answer work together Dash or don’t. Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Bidding on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information,but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

7. Regular Recall Brief quizzes in final form
Big questions, private answers
Resources as recall tools
Prep for short, informed talks
Principles Frequency matters Alone practice and assessment form Require thinking, manipulation of the information.  Induce reflection Privilege shorter, inform discussions over longer, uninformed discussion.
Predictions and bets put skin in the game. They induce more critical thinking. Even incorrect predictions help retention, the student has more invested. Stay big picture, out of the weeds. The teacher expert has a Tate web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see. Any guess begins to Lynn questions and possible answers, it causes searching. This activates prior knowledge and prepares the brain to slot new knowledge and process potential application of the knowledge.
This is a first sketch of what the right answer is. A prediction is the first future ration of her question-and-answer work together Dash or don’t. Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Bidding on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information,but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

8. 3 Principles Frequency matters Align practice and assessment
Require reflection  
Privilege shorter, informed discussions over longer, uninformed discussion.
Predictions and bets put skin in the game. They induce more critical thinking. Even incorrect predictions help retention, the student has more invested. Stay big picture, out of the weeds. The teacher expert has a Tate web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see. Any guess begins to Lynn questions and possible answers, it causes searching. This activates prior knowledge and prepares the brain to slot new knowledge and process potential application of the knowledge.
This is a first sketch of what the right answer is. A prediction is the first future ration of her question-and-answer work together Dash or don’t. Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Betting on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information, but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

9. Predict, Guess, Bet Prediction puts skin in the game
Student invests in outcome
Any guess begins to align questions and possible answers, causes searching
The teacher expert has a tight web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see.
Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Betting on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information, but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

10. Predict, Guess, Bet
To activate prior knowledge and prep the brain to slot new, start to apply
A prediction is the 1st iteration of how question-and-answer work together
The teacher expert has a tight web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see.
Guessing wrong attunes us to what is right, not just our bias. It helps us to calibrate with reality, shows the gaps.
 Betting on a certain outcome, guessing or making predictions combat the illusion of fluency. As we are listening or reading we feel we know the material. Only a testing like a guess will reveal the illusion is false.
Cute quick feedback to correct or at least put the student on the right track. Massed practice reading and re-reading notes is good for early days of Inputting information, but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

11. Predict, Guess, Bet Guessing wrong attunes us to right
Bets “reality check” our biases
Prediction makes gaps matter
The teacher expert has a tight web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see.
Massed practice reading and re-reading notes is good for early days of Inputting information, but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

12. Predict, Guess, Bet to combat the illusion of fluency.
We feel we know the material.
Only checking will reveal false fluency
The teacher expert has a tight web of connections that lead into many directions. Your grip on the knowledge is fixed more firmly by multiple references, which the student cannot see.
Massed practice reading and re-reading notes is good for early days of Inputting information, but insufficient for understanding. Interleaving
One new, two review per session study in a slow, steady and distributed way. Use the same amount of time to study but group it in smaller chunks for development.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Make this simple stuff automatic by recall practice so that you can focus on the complex in uncertain. Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

13. Smaller Bites Big bites for early days of input
Small bites interleaved for understanding
One new, two review per session
Make the simple automatic by practice so:
focus can be on
the complex.
Understanding Connecting Notes create an organized framework within which to begin connecting. What do you already know and what do you want to know? Concept maps in one minute theses help in integrating knowledge into the framework. Students should check with how old their peers are making the connections.
Teach the practice of recall with lots of small thoughtful repeats. 
Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambros on subjective value, expectancies quote is this worth it?“ “Can I do it well?“
Elicit emotion with story, described image for actual picture. Lesson plan like it’s a story with the beginning and end trouble and a resolution. Engage with purpose on the syllabus on the board, online and in individual assignments.
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

14. Connect to Comprehend “How does what you do know link to
what you want to know?”
Notes set framework in which to connect
Graphic organizer, concept map, one minute thesis, peer point connects
Unpack cognitive tasks page 127. Parcel out and give feedback.
Students should try self explaining step-by-step out loud. The more they articulate what is being learn the more they actually can recall it. Reinforced the importance of this underlying principle in each class. Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambrose on subjective value, expectancies “is this worth it?“ “Can I do it well?“
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

15. Unpack to Sort Cognitive tasks: Write intro Build paragraphs
Craft thesis
Correct grammar
Use quotes
Conclude
Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambrose on subjective value, expectancies “is this worth it?“ “Can I do it well?“
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

16. Out Loud to Learn Students self-explain
Say what’s coming in to hold it in
Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambrose on subjective value, expectancies “is this worth it?“ “Can I do it well?“
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.

17. Recall to Retain What’s important here?
Page 223 activity-based learning
Inspiration You have to care that you don’t quite know. You must believe you can check out Susan Ambrose on subjective value, expectancies “is this worth it?“ “Can I do it well?“
Show compassion, acknowledge feelings. Making the learning social infuse about it Page 214 remind him that Growth hours equals points.