The Feynman Technique; The Protégé Effect; Peer Tutoring; Plastic Platypus Learning …
There are many names to describe it, but the idea is the same: learning by teaching can be a powerful practice.
Numerous studies have shown that students who spend time teaching what they’ve learned comprehend more information/retain more knowledge than students who simply spend the same time re-studying.
Unfortunately, few studies have ever addressed some of the more nuanced considerations regarding this topic …
For instance, are all forms of ‘learning by teaching’ created equally, and does it make sense to use this approach across all contexts and situations?
In my latest 'From Theory to Practice' video, I take a look at a new piece of research that digs deeper into this topic:
Learning by Explaining Orally or in Written Form? (Jacob, Lachner, Scheiter | Aug 2020)
Here are some of the questions I tackle in this installment: