Teachers may give lectures or create videos to provide information to students, and the speed of information delivery affects the cognitive load of students. We read a study of video playback speed and support materials that shows speeding up the videos may not be particularly harmful to their usefulness, and that other supportive elements are more important to consider.
Later, we read a study of UDL practices and differentiation that shows formative assessment, adaptive grouping, and growth mindset all have distinct impacts on instructional differentiation.
- First Segment –Â 02:02 – Playback Speed, Memory, & Cognitive Load
- Second Segment – 27:44 – UDL Practices & Differentiation in Instruction
Primary Citations
- Chen, A., Kumar, S.E., Varkhedi, R. et al. The Effect of Playback Speed and Distractions on the Comprehension of Audio and Audio-Visual Materials. Educ Psychol Rev 36, 79 (2024). https://doi.org/10.1007/s10648-024-09917-7
- Cai, J., Wen, Q., Bi, M., & Lombaerts, K. (2024). How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors. Social Psychology of Education, 1-20. https://doi.org/10.1007/s11218-024-09945-9
Supplemental Citations
Featured Beverage
We drink Delirium Red, a strong fruit beer from Brewery Huyghe in Melle, Belgium.