Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[**this page**]

Actually, it's a myth, another myth.

The next step will be an inverted pyramid, expressing the amount of material "covered" in each method.

The third step is to multiply these: probably showing that a constant amount is learned in each case. (It is just that in lectures a lot is mentioned, of which a little sticks; while in teaching others, a little is mentioned, all of which sinks in deep to the teaching learner.)

Finally, a representation of the amount finally learned, triggered by each type of activity. In the ideal case, a lecture introduces a lot; a little sticks immediately; but all gets followed up. Which is why in our level 3 classes, a student notionally attends one hour of lecture per day, and spends 7 hours reading followup stuff.

Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[**this page**]

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