Field trips to the theater can be memorable opportunities for students to engage in community-based performing arts. Dr. Goldstein joins us to talk about how even a single theater experience can have an impact on socio-emotional outcomes like empathy and perspective-taking for students.
Later, we discuss the intersection of cognitive load theory and motivation. Their method of diagramming teacher practice across both led us to lively reflection on our own tendencies in the classroom.
- First Segment – 02:45 – Live Theater Impacts on Empathy
- Second Segment – 31:53 – Cognitive Load Theory + Self-Determination Theory
Featured Guest
Thalia GoldsteinAssociate Professor
Play Learning Arts and Youth Lab (PLAY Lab) & Mason Arts Research Center
Primary Citations
- Troxler, R., Goldstein, T., Holochwost, S., Beekman, C., McKeel, S., & Shami, M. (2022). Deeper engagement with live theater increases middle school students’ empathy and social perspective taking. Applied Developmental Science, 1-21. https://doi.org/10.1080/10888691.2022.2096610
- Evans, P., Vansteenkiste, M., Parker, P. et al. (2024). Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective. Educ Psychol Rev 36, 7. https://doi.org/10.1007/s10648-023-09841-2
Supplemental Citations
- What Happened to Mirror Neurons? (Heyes, 2022)
- 047 Epistemic Disobedience & Neuroscience Motivation (Two Pint PLC)
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- The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion (Sweller, 2023)
- Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning (Martin, 2018)
Featured Beverage
We drink Liquid Spiritual Delight, an imperial stout from 2nd Shift Brewing in St. Louis, MO.