- May 2024
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files.eric.ed.gov files.eric.ed.gov
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What makes this simple strategyeffective is that students must do more than listen passivelyto the lecture. They must pay attention, comprehend theinformation being presented, and then take action withthat information – in this case, talk about a question with apartner. One study (Ruhl, Hughes & Schloss, 1987) showedthat using a series of think-pair-share activities approximatelyevery 15 minutes during a live on-campus lecture helped toimprove comprehension and retention of ne
think-pair-share
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- Aug 2022
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psyarxiv.com psyarxiv.com
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Epstein, Z., Berinsky, A., Cole, R., Gully, A., Pennycook, G., & Rand, D. (2021). Developing an accuracy-prompt toolkit to reduce COVID-19 misinformation online. PsyArXiv. https://doi.org/10.31234/osf.io/sjfbn
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- Apr 2022
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twitter.com twitter.com
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Sarah Mojarad. (2020, October 23). What are some of the positive consequences of social media? Would love to hear your stories! [Tweet]. @Sarah_Mojarad. https://twitter.com/Sarah_Mojarad/status/1319722197766733825
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URL
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- Aug 2020
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www.youtube.com www.youtube.com
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Webinars in English 🇺🇸—YouTube. (n.d.). Retrieved 24 August 2020, from https://www.youtube.com/playlist?list=PL0n8am2uBRCBUZI5ftm2jQ63tlYrtY4_I
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- Apr 2020
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featuredcontent.psychonomic.org featuredcontent.psychonomic.org
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Psychonomic Society. Reduce Face Touching. Psychonomic.org. https://featuredcontent.psychonomic.org/behavioral-science-recommendations/reduce-face-touching/
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yougov.co.uk yougov.co.uk
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YouGov UK COVID-19 Monitor
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