WI+RE

WI+RE Spring Update

2020-04-04T00:00:00+00:00

WI+RE has been working quickly over the past few weeks to pivot into remote collaboration and communication mode! We are up and running and ready to help.

Please let us know your thoughts on our upcoming projects and next steps. We would love to hear more about how we can help with synchronous and asynchronous remote learning. Let us know how we can help!

Stats Snapshot

2090+
Workshops completed at UCLA

146.5K+
views on YouTube

177K+
Website page views

How to integrate WI+RE workshops into your CCLE courses

Want to integrate WI+RE workshops directly into your own webpage or CCLE course site? No problem! You can follow this how-to guide from Humtech or contact us directly!

New website: CREATES for reading and analyzing scientific articles

WI+RE is thrilled to announce that through our collaboration with Jordan Moberg Parker, Director of Undergraduate Laboratory Curriculum and Assessment in Microbiology, Immunology, and Molecular Genetics, we’re launching the CREATES website!

Introducing the new CREATES website!

C.R.E.A.T.E.S. is a set of 6 steps that help learners read and critically analyze scientific papers. The C.R.E.A.T.E.S. method, pioneered by Dr. Sally Hoskins, has a demonstrated positive impact on undergraduate students' self-confidence in scientific reading, as well as in their general perceptions of and beliefs about science and scientific thinking (Hoskins, et. al, 2017).

The new C.R.E.A.T.E.S. site uses interactive media, step-by-step directions, and detailed annotation of authentic examples to guide students through the process.

Many thanks to Dr. Jordan Moberg Parker for serving as the Pedagogy Lead on this project, for providing the initial set of instructional materials and examples of student work, and for contributing countless hours providing feedback and advice to make the project possible! BIG, big, big congratulations to Kian and Alex for building the website and creating the multimedia! And we are also very grateful to our many project contributors: Salma Abumeeiz, Giselle Burns, Juan Díaz, Taylor Harper, Royson Lin, Christopher Lopez, Renee Romero, Hannah Sutherland, and April Zhou! Thank you for all the help along the way!

New publication: The WI+RE Way

New publication: The WI+RE Way!

An article about our design manifesto! This past January, the Journal of New Librarianship published WI+RE's essay The WI+RE Way: a manifesto and a process for learner-led design.

If you're curious about values-driven design and would like to see specific examples of how the WI+RE team centers values in our design process, this is the article for you!

Congratulations to the team that co-authored this paper: Taylor Harper, Nisha Mody, Kian Ravaei, Renee Romero, and Doug Worsham!

New Workshop Series: Entering Research

WI+RE recently launched three new workshops as part of the new Entering Research Workshop series. This series of workshops comes as a result of our ongoing partnership with the Undergraduate Research Centers.

The three new workshops include essential tips on Beginning Your Research Journey, getting to know Research Logistics at UCLA, as well as a Finding a Research Mentor, which addresses what can be one of the biggest challenges with undergraduate research!

Many thanks to our co-authors on these workshops: Giselle Burns, Kian Ravaei, and Xinyi Yan!!! Thanks also to Janet Goins, Kelly Kistner, Tama Hasson, Renee Romero, Doug Worsham for extensive contributions - from the initial learning outcomes to the published workshops!

Please take a look and let us know your feedback! We are currently looking for instructors and programs that would like to integrate these workshops!

New Tutorial: Using Google Scholar

The new Google Scholar tutorial!

WI+RE has a new tutorial on Using Google Scholar and includes topics like advanced search, quotes and exact phrases, and accessing articles.

This tutorial has already received a 5-star editoral review on MERLOT! This project was authored by Royson Lin, Kian Ravaei, and Xinyi(Alex) Yan, and made possible by the contributions of Giselle Burns, Taylor Harper, Renee Romero, and Doug Worsham.

Would you like to see more Google Scholar tips? Let us know!

Peer-Reviewed Materials

More 5-Star Reviews on MERLOT!

WI+RE is very grateful to MERLOT, one of the largest collections of online learning materials, for a series of recent editorial reviews! WI+RE now has six open electronic resources with 5-star editorial reviews in MERLOT!

Newly accepted to PRIMO

WI+RE's Writing a Literature Review Workshop

This January, WI+RE's online research workshop Writing a Literature Review was selected for the ALA/ACRL Instruction Section's PRIMO database of Peer-Reviewed Instructional Materials Online.

Writing a Literature Review workshop offers tips for students to recognize key components of a literature review, identify research gaps, and synthesize sources. It takes the form of interactive slides that include videos, examples, and various forms of assessments.

The project was co-authered by WI+RE's student designers Kian Ravaei and Taylor Harper, and made possible by the collaborations of contributors from across campus, including Whitney Arnold, Janet Goins, Fernando Gomez, Leigh Harris, Christine Holten, Caitlin Meyer, Nisha Mody, Shannon Roux, Doug Worsham, April Zhou, and Renee Romero. Big thanks to everyone and congratulations!

New UCLA Course: Learner-Led Design for STEM

Renee Romero and Doug Worsham are co-teaching 2 special sessions of Life Science 192E called “Learner-Led Design for STEM.” This partnership with the CEILS Learning Assistant (LA) program was created to foster the learner-led design of instructional materials based on the experiences and insights of LA’s. WI+RE is grateful to all of the LA’s that have signed up for the course and we’re looking forward to creating together!! Big thanks also to Dr. Shanna Shaked, Senior Associate Director of CEILS, for making this experiement a reality!! Thanks also to the UCLA Center for the Advancement of Teaching for funding this initiative through the Instructional Improvement Grant program!!

WI+RE Website Release: v2.1

We’ve incorporated tons of new features in this release, including:

Handouts are now included as embedded PDFs for improved accessibility
Redesigned search page - now includes giant list of content
Publications, presentations, awards and peer-reviews are now listed on portfolio pages
Dublin core metadata and Zotero support throughout the site

And more! To check out the code that runs the WI+RE site, visit our code repository on GitHub

Team member spotlight: Royson Lin

It seems like only yesterday that Royson Lin joined the WI+RE Creative Team. Graduating this winter quarter with a major in Cognitive Science, Royson helped WI+RE on a number of projects, including a recently published Google Scholar Tutorial, which has already earned a 5-star review on MERLOT. Royson finished up his time with WI+RE by creating an awesome study tips playlist which outlines top tips on learning and memory from the field of cognitive science. It is well worth a read!

We wish Royson the best and look forward to hearing where he goes next with his creativity and design skills!

Work in progress!

Writing Tips with the Undergraduate Writing Center PLFs

We are very excited about our ongoing collaboration with the Writing Center Peer Learning Facilitators (PLFs). We’re currently working with Christine Holten, UG Writing Center Director, and the PLF team to create a series of writing tips tutorials. Last quarter, the PLFs collaborated with WI+RE to identify top writing challenges from their experience helping writers at UCLA, and now we’re working on storyboards and scripts. It should be a great series!

New project ideas from Library staff

Library staff from across UCLA have shared a large set of ideas for future projects on everything from using images as evidence, to finding open data sources, to navigating finding aids and searching for primary sources. We’re thrilled with this big collection of new ideas and looking forward to next steps! Get ready to empathy map and make learning outcomes!

Your ideas

What should WI+RE be working on? Let us know! You can visit our contact form, mention us on twitter, and comment on our facebook page! Looking forward to hearing from you!

Thank you!!

And, as always, we are ever grateful for the many, many people and campus groups who have contributed to WI+RE, including: Alana Enriquez, Alicia Reiley, Alison Scott, Allison R. Benedetti, Amber West, Amy Liu, Anahita Sehgal, Annelie Rugg, Annie Pho, Antigone Kutay, April Zhou, Beth Goodhue, Bethany Meyers, Caitlin Meyer, Callie Holmes, Chris-Lopez, Chris Lopez, Christine Holten, Courtney Hoffner, Dana Cairns Watson, Diana King, Diana L. King, Diane Mizrachi, Doug, Doug Worsham, Elizabeth Cheney, Emily, Emily Appleton, Erin Sanders, Fernando Gomez, Gavin Jackson, Giselle Burns, Hanna Young, Hannah Sutherland, Henri Lim, Jacelyn Omusi, Jacy Black, Janet Goins, Janine Henri, Jeannie Chen, Jen, Jen Pierre, Joanna Chen Cham, Juan Jaime, Juan Díaz, Julia Glassman, Julian Gautier, Kate McAllister, Kate Pham, Kate T. Pham, Katherine Ramirez, Kelly Kistner, Kelly Miller, Kian, Kian Ravaei, Leigh Harris, Lisa Kahn, Liz Galvin Lew, Lou Baya Ould Rouis, Luz Badillo, Marisa Méndez-Brady, Mary Tran, Matthew Johnson, Matthew Vest, Michael Lima-Sabatini, Miki Goral, Miriam Posner, Nadia Brooks, Natalie Selzer, Nina Mamikunian, Nisha Mody, Powell Library, Renee, Renee Romero, Robert Freel, Robert Gore, Royson Lin, Ruby A. Bell-Gam, Salma Abumeeiz, Scott Martin, Shanna Shaked, Shannon Roux, Shushanik Stepanyan, Simon Lee, Sophia Wu, Srikar Poruri, Sylvia Page, Tama Hasson, Tara Prescott, Taylor Harper, Thomas Garbelotti, Tony Aponte, UCLA Powell Library, UCLA Undergraduate Research Center - Humanities, Arts, and Social Sciences, UCLA Undergraduate Research Center - Sciences, UCLA Undergraduate Writing Center, Undergraduate Research Center - Humanities, Arts, and Social Sciences, University of Minnesota Libraries Research Paper Calculator, Valeria Morales, Whitney Arnold, Xinyi(Alex) Yan, Zoe Borovsky.

Site Updates: Making our accessibility efforts more transparent

2020-04-04T00:00:00+00:00

I’ve been fortunate in the past few weeks to play a small part in a couple of web accessibility review projects for UCLA Library. I’ve been reflecting on how important the work is on the one hand, and on how invisible this labor can sometimes be on the other. I have also been reminded of how there is always so much more to learn!

These experiences, alongside our ongoing efforts to continually improve the accessibility of WI+RE’s resources, have made me think about how the work WI+RE does on accessibility often stays behind the scenes. We may run WAVE checks on our pages, do projects to improve the accessibility of our PDFs, conduct keyboard navigation testing, and more …. but looking at our website doesn’t necessarily communicate the role that accessibility and universal design play in how we approach our work.

In other words, while we discuss in our manifesto how we strive to

Pursue universal design at every stage of the process - Accessibility and usability are not checkboxes at the end of a project, but areas of continual importance that can always be improved.

it isn’t always clear, when looking at a particular resource, what this means. Ideally, every project would make transparent:

what we have done already,
what we aspire to do,
and what we need to learn to continue improving!

So, to that end, we’re adding an Accessibility Information metadata structure to the WI+RE site this week, and launching a project to document where we are now and where we hope to be with accessibility for each resource on the site.

It will be a work in progress, but it is exciting to get started!

Here’s an early draft of what we think this might look like in the metadata:

And when displayed on an educational resource page, the resulting code might look something like this:

About this Resource - Example

Accessibility Information

WAVE - 0 errors May, 22, 2020 (About WAVE - Web Accessibility Evaluation Tool)
Closed Captioning Available
Descriptive Transcript - In development.

This is a very rough first draft, and it will be exciting to see how this develops. If you have ideas, suggestions, or questions, please let us know!

The Making of Study Tips

2020-03-20T00:00:00+00:00

Introduction

These past two quarters, I had the pleasure of working with WI+RE, and this quarter (winter 2020) I used my position with WI+RE to fulfill my Psych 195B internship requirement for cognitive science. To fulfill the requirements of the internship, I had to complete a project determined jointly with my supervisor. I brainstormed ways to combine the cognitive science aspect of this project with the goals of WI+RE (writing instruction and research education), and a compilation of tips to help students do better in their classes seemed like the perfect integration of the two. I had learned a lot of memory strategies from my Cognitive Psychology class (Psych 120A) taught by Alan Castel, and this seemed like a great way to disseminate the information.

The six tips I discussed were spacing, testing, studying in different contexts, processing more deeply, understanding, and exercising.

You can find the project website here!

Rationale behind my design

My planning process behind the website.

I used cards to present the information to give the impression of distinct, packageable, and useful content that one could pick and choose from.

Spacing and testing went at the top and received full-width cards because they were advice that had the most robust evidence backing their use as study aids, and I wanted students to be exposed to the methods and the research behind them as early on as possible.

Studying in different locations and deeper processing, while also having research to support them, were not as robustly supported, meaning the contexts in which they helped were not always universal or as relevant to students. I still put studying in different contexts first though because it is more practical and applicable.

I saved the last two tips for last because they were not exactly “study strategies” as most students think of them, but they work nevertheless. Understanding was supposed to be a video describing an experience I had where I tried very hard to understand a concept from math class and as a result still remember it many years later, but unfortunately due to time and other constraints imposed by the COVID-19 situation, I opted to simply have text instead. Maybe one day if I have time and the materials I used to document my ideas for the video, I can return to the office and finish the video…. And last but not least, the most important memory and overall health tip: exercise. I wanted to emphasize an important habit that many people overlook or brush off but that benefits health in innumerable, wide-ranging ways, not to mention boosts memory and learning.

Thank you!

This final project and sandbox post wraps up my time at WI+RE. I am so grateful to my team (Kian and Alex), my supervisor (Doug), and the rest of the WI+RE space for providing me with such a friendly and welcoming work environment and supporting me in my goals. I hope this project can serve students at UCLA and beyond for many years to come!

Resource Playlist - Study Tips

2020-02-11T01:01:01+00:00

Are you excited to be in a fun and interesting class? Trying your best to learn and understand material you need to know later? Or do you just want to do well on your exams? Whatever your learning goals are, here is a playlist of some study tips backed by cognitive science that are endorsed by WI+RE. Use them to your full advantage!

Space It Out

Hundreds of studies have shown that spacing, or spreading out study sessions with gaps in between, is far better for remembering the studied material than massing, or cramming as it is more commonly known. This is known as the spacing effect.

The spacing effect (from https://www.scotthyoung.com/blog/2018/12/24/why-cram/).

Check out this article to see how a study on how using spacing with flashcards was more effective than massing.

Kornell 2009

Here's an article explaining the research and delving deeper into other studies.

Study better: Space it out and mix it up

And finally, a video to break it all down and explain how you can incorporate spacing into your studying in the future!

Test Yourself

Many studies have also shown that testing yourself on content you've just read or watched actually helps you remember it way better than simply rereading or rewatching the material. This is known as the testing effect. One strong hypothesis about why it works is because testing yourself is a form of retrieval practice, or training yourself to recall something, which is the exact thing you need to do come test time!

Unfortunately, this is one of those counter-intuitive strategies that, while it works well, feels like it doesn't. Roediger and Karpicke (2006) found that while participants remembered information a lot better over the long term when they tested themselves compared to simply studying more, they judged the restudying to help them more than testing did.

Test performance after testing vs. restudying.

Test performance vs. judgment of learning for testing vs. restudying.

Check out this study on how quizzes and multiple choice tests improved performance on tests compared to rereading.

McDaniel et al. 2007

Here are two plain English articles breaking down the testing effect.

Test Yourself to Learn Better

What Is the Testing Effect, and How Does It Affect Learning, Knowledge, and Retention?

And here's a video if that's your style!

Change It Up

Study in different places!

You may have heard of the idea of having a single dedicated "study spot" that you do all your studying in. Maybe it's your desk at home or a library on campus. However, did you know that you might actually learn better if you switch it up and study in multiple different places? Smith & Rothkopf found that students who took an 8-hour statistics course over four days in four different classrooms did better on a test in a completely new environment compared to students who took the course in the same room. This might be useful for you if you like to study in places that are not the exam location, like most of us! Check out their study!

Smith & Rothkopf 1984

Think About It

Another helpful memory aid is processing the material deeply. This paper by Craik and Lockhart suggests a framework for human memory that stresses the importance of depths or levels of processing and predicts that the deeper information is processed, the longer it will be remembered.

Craik & Lockhart 1972

Interestingly enough, this ties very tightly into understanding the material....

Understand It

One of my favorite ways to remember big concepts from class that has worked for me over the long term is simply trying to understand the material. Studies have shown that actually knowing how the material you're learning ties into what you already know enhances retention and recall of the material.

Bransford & Johnson 1972

This study showed that when people actually understood passages they were reading in a larger context, they remembered the passages a lot better.

Get Some Exercise

Aside from being a valuable study break, exercise has been shown to have innumerable health benefits, one of which is improvements in memory!

Erickson et al. 2011

Typical adults after the age of 50 experience a 1% decline in hippocampal volume per year. However, this study showed that older adults who walked for 40 minutes a day three times a week for a year actually showed a 2% increase in the volume of their hippocampus, a region of the brain critical for memory formation!

So, whether you're trying to memorize facts for an exam or people's birthdays for real life, getting some exercise will always help!

The Making of Using Google Scholar

2020-01-23T00:00:00+00:00

Introduction

Google Scholar is a great resource for students to find scholarly papers about their research topics. However, as with any search engine, one of the biggest problems students encounter is running into too many irrelevant results. Our goal with our Using Google Scholar project was to provide tips and tricks for students to narrow down their search to get closer to exactly what they needed—and then to be able to use those articles for free through their school. So far we have our five most important and useful tips up and running with more to come.

Our Process

To get started, we made some completed some Empathy Maps and Four Paths worksheets:

Taylor's empathy map.

Kian's Four Paths worksheet.

Then came up with several prototypes for each tip.

For our Refine Your Search tip using Google Search operators, I created a vision of what I wanted it to look like using Adobe Illustrator. I asked Kian and Alex for feedback iteratively and incorporated their suggestions into the prototype.

My final Refine Your Search prototype.

You can see what the actual tip looks like below, or by visiting us on our website at https://uclalibrary.github.io/research-tips/google-scholar/ ;)

The Refine Your Search tip as it stands on the website.

While the search bars don’t look exactly the way I imagined, the difference is not too big and still serves the purpose of showing the reader how to incorporate our tips into their search—the WI+RE manifesto in practice.

For the Accessing Articles tip (to help students obtain articles for free through their school), I came up with three prototypes, again using the same iterative feedback process with Kian and Alex. Unfortunately I did not save a copy of the first version, but here are the other two:

My second prototype for the Accessing Articles tip.

My final prototype for the Accessing Articles tip.

You can see several improvements, among which are: putting a rounded rectangle around the screenshots to distinguish them visually from the actual tutorial text, making the arrow and numbers red instead of green to make them stand out more, and changing some wording.

Future Directions

We have quite a few tips still in the making, including Generating Citations, Saving Articles to Your Library, Finding Popular Articles in Your Discipline, the Google Scholar Browser Extension, and Creating Alerts for Relevant Articles. While we are excited to implement these in the near future, we wanted to at least have something out there for learners to use, so we focused on our five most useful tips and put those out first.

eScholarship: Open Access, Easy Access

2019-10-24T00:00:00+00:00

The WI+RE team recently published a quick introductory video on eScholarship! eScholarship provides scholarly publishing and repository services that enable departments, research units, publishing programs, and individual scholars associated with the University of California to have direct control over the creation and dissemination of the full range of their scholarship.

Watch the video below!

For this video, April took the lead, creating drawings by hand, and then importing them into Hype for animation. April, Jen, and Taylor collaborated with stakeholders on the script before Kian and Taylor recorded the voiceover. The video was published just in time for Open Access Week!

We're kicking off #OAWeek w/ @WIREbruin video about our #openaccess repository @eScholarship https://t.co/c6MwVXyHE4 #openUCLA
What are you doing this week to answer #OpenForWhom?
— UCLA Library Scholarly Communication (@ScholCommUCLA) October 21, 2019

WI+RE partnered with UCLA Library’s Scholarly Communications team: Marty Brennan and Jennifer Chan, and Science Librarian Wynn Tranfield. Thanks for all of the great feedback on the video, and we hope it’s helpful!

Foundations in Learner-Centered Design - Smart Teaching

2019-07-12T04:21:01+00:00

Here are a few articles and videos about Smart Teaching that can be used in the Foundations tutorial in the future.

5 Effective Teaching Strategies to Use Every Day

by Janelle Cox

Link

Janelle Cox outlines five helpful teaching tactics to help students learn more efficiently. These tactics engage students' physical senses, social skills, and critical thinking skills to create a more effective learning environment.These tactics benefit the students as well as the teachers and their efforts.

Comparing: Traditional Teaching & Constructivism

by EDU3506PsychFound2013

Link

This video explains the difference between a traditional teaching approach and a constructivist teaching approach. It outlines how the approaches differ and why constructivism is a more effective teaching method. In short, students are more engaged in a constructivist environment by drawing conclusions and problem-solving using prior knowledge. This way the student is actively engaging other pieces of information simultaneously, solifying their understanding in these areas of knowledge.

20 Differentiated Instruction Strategies and Examples

by Marcus Guido

Link

Marcus Guido addresses a common classroom problem- different students have different learning needs. He explains how students differ in how they process information and understand concepts. He offers 20 strategies that can be used by teachers to address different students' needs, such as targeting different senses within lessons and using the Think-Pair-Share social activity.

Quotes on Smart Teaching

"Working collaboratively with others helps students learn to give and receive feedback, as well as learn how to evaluate their own learning."
— Janelle Cox, 5 Effective Teaching Strategies to Use Every Day

"A lesson should resonate with more students if it targets visual, tactile, auditory and kinesthetic senses, instead of only one... Not only will these tactics help more students grasp the core concepts of lessons, but make class more engaging."
—Marcus Guido, 20 Differentiated Instruction Strategies and Examples

Foundations in Learner-Centered Design - Growth Mindset

2019-07-08T01:01:01+00:00

Here are some articles & other media resources on Growth Mindset, to be incorportated into the Foundations tutorial in the future.

Carol Dweck's talk on Teaching a Growth Mindset

by Stanford University

Link

Dr. Carol Dweck, the founder of Mindset Theory, explains the definitions of Fixed vs Growth Mindset and presents her study on how to develop Growth Mindset.

Histroty and summary of Mindset study

by Mindset Works

Link

This website summarizes Dr. Dweck and collegues' research and the development of Mindset Theory.

Qoutes on Growth Mindset

from Dweck's talk and articles

Students can have different perspectives on their intelligence, talents, and abilities. When they are in more of a fixed mindset, they believe their talents and abilities are just these fixed traits. They have a certain amount and that's it. This makes them afraid of learning. They are so worried about looking smart and not looking dumb that they back off from challenging learning, but when they are more of a growth mindset, they can forget about smart and dumb; they can focus on developing their abilities. As a result, they take on challenges, they are more resilient in the face of setbacks, and they learn more.

—Carol Dweck, Teaching a Growth Mindset

Resource Playlist - Google Scholar

2019-06-26T00:00:00+00:00

Google Scholar has the potential to be a powerful search tool. WI+RE is working on a resource with tips for how to use Google Scholars powerful search features. In the meantime, we’ve put together a playlist of resources for searching Google Scholar.

Google Scholar - Five Top Tips

by Cardiff University Library

This quick video shows you how to focus your search, set up email alerts for new articles, and much more! We loved the visual style of the video.

Link

Google Scholar - Search Tips

by Google

There’s nothing like reading the manual to get the information you need. Google offers many tips for getting better search results, like using the “related articles” feature and filtering results by publication date.

Link

The Making of Wheel of Sources

2019-06-25T00:00:00+00:00

For every project, WI+RE goes through an extensive process of prototyping and receiving feedback. Wheel of Sources was no exception: from notecard sketches to drag-and-drop games, our prototypes encompassed a wide range of media and design concepts. Watch this video for an inside look at the many stages of the WI+RE process.

WI+RE

WI+RE Spring Update

Stats Snapshot

2090+ Workshops completed at UCLA

146.5K+ views on YouTube

177K+ Website page views

How to integrate WI+RE workshops into your CCLE courses

New website: CREATES for reading and analyzing scientific articles

New publication: The WI+RE Way

New Workshop Series: Entering Research

New Tutorial: Using Google Scholar

Peer-Reviewed Materials

More 5-Star Reviews on MERLOT!

Newly accepted to PRIMO

New UCLA Course: Learner-Led Design for STEM

WI+RE Website Release: v2.1

Team member spotlight: Royson Lin

Work in progress!

Writing Tips with the Undergraduate Writing Center PLFs

New project ideas from Library staff

Your ideas

Thank you!!

Site Updates: Making our accessibility efforts more transparent

Accessibility Information

The Making of Study Tips

Introduction

Rationale behind my design

Thank you!

Resource Playlist - Study Tips

Space It Out

Test Yourself

Change It Up

Think About It

Understand It

Get Some Exercise

The Making of Using Google Scholar

Introduction

Our Process

Future Directions

eScholarship: Open Access, Easy Access

Foundations in Learner-Centered Design - Smart Teaching

5 Effective Teaching Strategies to Use Every Day

by Janelle Cox

Comparing: Traditional Teaching & Constructivism

by EDU3506PsychFound2013

20 Differentiated Instruction Strategies and Examples

by Marcus Guido

Quotes on Smart Teaching

Foundations in Learner-Centered Design - Growth Mindset

Carol Dweck's talk on Teaching a Growth Mindset

by Stanford University

Histroty and summary of Mindset study

by Mindset Works

Qoutes on Growth Mindset

from Dweck's talk and articles

Resource Playlist - Google Scholar

Google Scholar - Five Top Tips

by Cardiff University Library

Google Scholar - Search Tips

by Google

The Making of Wheel of Sources

2090+
Workshops completed at UCLA

146.5K+
views on YouTube

177K+
Website page views