Hard To Read Fonts and Comprehension

Ok, so I hate comic sans! The abstract Clipped/Ampd below has me thinking twice though!

Read the whole paper at:
http://bit.ly/eNramj

Amplify’d from crookedtimber.org

Abstract: Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.

Read more at crookedtimber.org

 

Opportunities To Discuss Thinking

I think it is critical that we give students opportunities to discuss what they are thinking.  When I was teaching in the classroom, discussion was a huge part of how I guided students to higher order thinking. Along with book club and small group discussion I also used frequent mini discussion times such as a “pair and share”.

I subscribe to the Heinemann channel on YouTube and they often post some yummy instructional morsels, and the one below is no exception.

The over dramatic (I had to preface the viewing of this video with some warning) teacher in the video presents the idea of “Thinking Partners”.  I like that term.  What I really liked is how she modeled to students the appropriate way to interact with your “thinking partner”.  These first few weeks are crucial moments in setting up procedures for the year.  How do you model “pair and shares”, “buzzing” (Fountas and Pinnell), or “thinking partners” with your students?