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The 'Silent Teacher': Learning by Teaching via Writing a Verbatim Teaching Script

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Title: The 'Silent Teacher': Learning by Teaching via Writing a Verbatim Teaching Script
Language: English
Authors: Lim, Kagen Y. L. (ORCID 0000-0003-4868-1127), Wong, Sarah Shi Hui (ORCID 0000-0003-4243-212X), Lim, Stephen Wee Hun (ORCID 0000-0003-3636-7587)
Source: Applied Cognitive Psychology. Nov-Dec 2021 35(6):1492-1501.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Scripts, Notetaking, Teacher Effectiveness, Learning Processes, Teacher Education
DOI: 10.1002/acp.3881
ISSN: 0888-4080
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1315998
Database: ERIC
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  Data: The 'Silent Teacher': Learning by Teaching via Writing a Verbatim Teaching Script
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  Data: <searchLink fieldCode="AR" term="%22Lim%2C+Kagen+Y%2E+L%2E%22">Lim, Kagen Y. L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4868-1127">0000-0003-4868-1127</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wong%2C+Sarah+Shi+Hui%22">Wong, Sarah Shi Hui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4243-212X">0000-0003-4243-212X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lim%2C+Stephen+Wee+Hun%22">Lim, Stephen Wee Hun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3636-7587">0000-0003-3636-7587</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 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.
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