See the image for practical tips on how to be a better theory user!
For this #MEM, the #CoffeeTalkControversy is an analogy: the uses of theory from Theory Talk reminded us in some ways of the levels from Bloom’s Taxonomy.
Check out the image and share your reflections, #MedTwitter!
Do you find this analogy helpful?
We’re super lucky for this #MEM to have support and a comment from @bobrien_15! Thank you for participating, Bridget!
Here’s the take homes. Let us know what you learned!
How will this affect your approach to scholarship or #MedEd?
#MEM is just a primer! So let us set you up To Learn More (#2LM)!
If you prefer to review this material in a text-only format or if you are using a screen reader, you can use the following link to access a text-only document: bit.ly/use-of-theory-…
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We will define CLT & its 3 subtypes, relate CLT to ideas like stereotype threat & decision fatigue, and discuss teaching strategies that can help you optimize cognitive load for your learners.
Let’s get started!
Let’s start with a discussion of how memory works. There’s three components to memory: sensory memory, working memory, and long term memory. Longterm memory is limitless, but working memory is not.
Schemas help overcome the limits of working memory.