Corbin, J. C., Reyna, V. F., Weldon, R. B., & Brainerd, C. J. (2015). “How reasoning, judgment, and decision making are colored by gist-based intuition: A fuzzy-trace theory approach.” Journal of Applied Research...
Logan Fiorella and Richard E. Mayer (2013) found that students who prepare to teach a concept outperform those who just study the material, and those who actually teach the lesson develop a deeper and more persistent understanding of the...
See more of Bottino’s work at the Technology & Entrepreneurship Center at Harvard (TECH), which also hosts a summit and the i3 Innovation Challenge to further encourage students’ creative entrepreneurship.
This program study using social theories of learning to develop best practices for entrepreneurship education found that respecting learners’ identities and making them feel safe in the community of practices is critical to program success.
Bottino bases some of his pedagogical approach in Pentland’s Social Physics, which discusses how people learn more from being exposed to a greater variety in actions, not simply a greater variety in how people claim they will act.
The Derek Bok Center for Teaching & Learning’s Learning Lab routinely partners with faculty to develop assignments that foster students’ science communication and presentation skills.
Instructors can point students to resources for improving presentation skills available across the University including the Graduate School of Arts and Science’s Center for Writing and Communicating Ideas.resources.
Instructors can point students to resources for improving presentation skills available across the University including the Harvard Business School’s Baker Library.
Instructors can point students to resources for improving presentation skills available across the University including the Harvard Kenney School’s Communications Program.
Instructors can point students to resources for improving presentation skills available across the University including the Harvard College Writing Program’s speaking resources.
A series of classroom studies of self-reported student data demonstrated the benefits and best practices of student oral presentation as pedagogy, including the importance of integrating peer evaluation.
A classroom study of self-reported student data demonstrated the benefits and best practices of student oral presentation as pedagogy, including stronger preparation for future professional and academic careers.
A classroom study of self-reported student data demonstrated the benefits and best practices of student oral presentation as pedagogy, including increased learning and engagement.
