Publication Type
Journal Article
Version
acceptedVersion
Publication Date
11-2021
Abstract
Learning by teaching others is a potent educational strategy, but its implementation is typically cumbersome. This study (N = 108) investigated “silent teaching”—writing a verbatim teaching script—as a convenient approach for independent learning, while assessing whether the teaching benefit is a production benefit. Learners studied a science text on the Doppler effect using one of three learning methods: (1) generating and studying their own notes (restudying control), (2) preparing to teach and then verbally teaching (verbal teaching), or (3) preparing to teach and then writing a verbatim teaching script (silent teaching). On a conceptual knowledge retention test 1 week later, participants who wrote teaching scripts performed as well as those who taught verbally; both teaching groups outperformed control learners. Verbal and silent teaching significantly increased social presence and elaboration to comparable extents, relative to restudying. “Silent teaching” is a promising and efficient alternative learning approach to traditional verbal teaching.
Keywords
Explaining, Generative learning, Learning by teaching, Production effect, Social presence, Writing to learn
Discipline
Educational Methods | Social Psychology
Publication
Applied Cognitive Psychology
Volume
35
Issue
6
First Page
1492
Last Page
1501
ISSN
0888-4080
Identifier
10.1002/acp.3881
Publisher
Wiley
Citation
LIM, Kagen Y. L., WONG, Sarah Shi Hui, & LIM, Stephen Wee Hun.(2021). The "Silent Teacher": Learning by teaching via writing a verbatim teaching script. Applied Cognitive Psychology, 35(6), 1492-1501.
Available at: https://ink.library.smu.edu.sg/soss_research/4308
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1002/acp.3881