The “Silent Teacher”: Learning by teaching via writing a verbatim teaching script

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 pr...

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Bibliographic Details
Published in:Applied cognitive psychology 2021-11, Vol.35 (6), p.1492-1501
Main Authors: Lim, Kagen Y. L., Wong, Sarah Shi Hui, Lim, Stephen Wee Hun
Format: Article
Language:English
Subjects:
Cognitive style
Conceptual knowledge
Doppler effect
Elaboration
explaining
generative learning
Learning
learning by teaching
Learning Processes
Notetaking
production effect
Scripts
social presence
Teacher Education
Teacher Effectiveness
Teachers
Teaching
Teaching Methods
Writing
writing to learn
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Summary: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.
ISSN:0888-4080
1099-0720
DOI:10.1002/acp.3881