If teachers use some of the same procedures that technical support services provide callers, would teachers help students increase learning rates more? I asked this question in 2006.
I think now the answer is a qualified, “Yes.” Writing about NESI and a learning efficiency analysis paradigm have helped to continue supporting that answer.
Writing and reading educator and our advocates blogs also helped me to formulate the question, again respectfully, if teachers talk too much during lessons, and thereby limit student learning efficiency? That could be an interesting master’s thesis topic or empirical study, as Roger conducted in the middle 1960s.
If teachers use some of the same procedures, would that help students increase learning rates more?