Professors, Teachers and Technical Trainers can all benefit from Cognitive teaching strategies espoused in this short (five-page) paper. Swiderski adroitly selects exemplars which bridge the gap between theory and practice. Specifically; activation of prior knowledge, content chunking, elaborating, and invoking a schema receive temporal treatment.
I had the pleasure of collaborating with several Teacher’s during previous academic pursuits, and must say that Teachers rock at improvisation! In fact, we cannot be far off the mark in assuming that the skill sets exhibited by Teachers (most especially at the secondary education level) directly translate from the classroom to the boardroom. Having said that, and as a product of public schools, I believe that a substantial segment of the teaching population can benefit from applying the principles espoused in this paper. Although Dr. Swiderski treats each strategy separately, most applications will call for a combination of strategies. Give it a read!
Reference:Swiderski, S. M. (2011) Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v84 n6 p. 239-243 2011. 5pp. retrieved from: http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=b888d1ba-abe3-4c96-a218-0cd0cdeb4a95%40sessionmgr113&vid=7&hid=119