Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant
subject matter, (2) incorporating information into story, poem, song, or art form may place the
knowledge in context, which can help students remember it, especially if the students are creating art that relates
subject matter to themselves, (3) through artistic activities
like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention
of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount
of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work
of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.
So, when I am told that some
subject matter experts don't
like working on an e-learning project, in most cases, I am sure that the reason is the lack
of e-learning project
knowledge and experience.
According to Hattie, teacher
subject -
matter knowledge had an effect size
of 0.19, meaning that it was far less effective than other factors
like classroom management (0.52) or effective teacher feedback (0.75).