Direct Instruction was a method promulgated in the 1970s and 80s that touted 'teacher-proof' methods, but ultimately didn't pan out. Some of the early gains seen in use of the method were ultimately attributed to generous resourcing rather to the program itself.

Generous resourcing might then be a better method to attempt from the start? (snarkmark)

Hence, researchers are very active at the present time, and their work has resulted in numerous new approaches to reading instruction. Among the more important new programs are the so-called eclectic approach, the individualized reading approach, the language-experience approach, the various approaches based on linguistic principles, and others based more or less closely on some kind of programmed instruction. In addition, new mediums such as the Initial Teaching Alphabet ( i.t.a. ) have been employed, and sometimes these involve new methods as well. Still other devices and programs are the "total immersion method," the "foreign-language-school

Have we ultimately come to the conclusion that neurodiversity means there is no one-size-fits all solution? Should we also be placing some focus on orality and memory methods to allow those to flourish as well? Where is the literature on "orality pedagogy"? Is it a thing? It should be...

Elaboration has been shown to be the most successful learning approach. (See McDaniel and Donnelly 1996) It is a two step process of being able to write about it and to use it in alternate contexts.

How is the Feynman Technique similar to/different from elaboration? It would seem to be missing the second portion.

This is one of the first times I've come across another word for part of the Feynman technique I've been looking for.

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

Annotations or notes are definitely the first step towards having a collection of excerpts from one's reading. Where to put them can be a useful question though. Should they be in the margins for ease of creation or should they go into a notebook. Both of these methods may require later rewriting/revision or even moving into a more convenient permanent place. The idea "don't repeat yourself" (DRY) in programming can be useful to keep in mind, but the repetition of the ideas in writing and revision can help to quicken the memory as well as potentially surface additional ideas that hadn't occurred upon the notes' original capture.

Gesturing supplies a visual scaffolding which allows one to affix their budding understanding of new concepts into a more permanent structure.

—Woff-Michael Roth

Actively attempting to express oneself is one of the best methods of evolving one's understanding.

Link this to the ideas related to being forced to actively manufacture the answer to a question is one of the best ways to learn.

Given the benefits of gesturing, teachers can improve their pedagogy simply by encouraging their students to move their hands while explaining things or working on problems.

Studies with elementary school children have shown that if they gesture while solving math problems led them to discover and understand new concepts and problem solving strategies.

link this with prior idea of handwriting out annotations/notes as well as drawing and sketchnoting ideas from lectures

Students reviewing over Cornell notes also be encouraged to use their hands while answering their written review questions.

Methods for attacking a research problem about history used here:

• Web research
• Journal database research
• Zotero reference manager stub
• Research Rabbit (AI search)
• Reach out on various social media channels

Not mentioned, but perhaps useful:

• Standard library search (WorldCat)
• Internet Archive search (scanned historical textbooks)
• Off-label and dark web services (Library Genesis, Pirate Bay, etc.)
• Open access and OER sources (this will probably find newer perspectives and newer texts which sometimes have philosophical outlines of what they're trying to change for the future versus the pedagogies of the past)
• Current curricula and recommended textbooks at major universities on particular books and potential comparisons to those of the past (perhaps via Internet Archive).

In this text, authors Kit Kacirek and Michael Miller explore adult learning for mature adults, or those identified as senior citizens. Research into mature adult learning programs centered around leisure activities, reveals situational pedagogy in which some traditional adult learning theory may need to be adapted to suit the cognitive changes in adults with advanced age. A brief description of the research methods reveals that adults in advanced age prefer lecture, use of media, and field trips. The implications for such a study are useful as the population of mature adults grows due to advancements in medicine and thus the demand for learning opportunities increases as well.