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> really, I think my hand gestures were a huge part of it.

I think you're right.

Slightly related, I can't find the research, but I read research that teachers apparently explain concepts more understandable when they use accompanying hand gestures.

Oh and also, when explaining statistics, don't use decimal numbers like 0.001%, just multiply it by a big number like 10000 and you can use whole numbers again. So of the one million people in our country, 100 experience XYZ. There also have been multiple papers on that one (can't find them [1]).

Those are two my pedagogical tips of the day :P

[1] Okay, I'm too lazy, it'd take me 15 to 30 min. to find both of them, since they come from my psychology time between 2012 and 2015.




As far as your multiplication trick, I could argue that it depends on what argument you're trying to present. If for example, you wanted to minimize the perceived death rate from a deadly virus, you might say that less than 0.2% percent of the population died as a result. You could also with equal validity say that more than 1 in 1,000 have died. I think it's clear how those two presentations of the same statistic could leave a very different impression if you don't put a lot of thought into the numbers.


Actually recently read an article about it last week.

https://www.scpr.org/blogs/education/2013/03/29/13098/want-t...

Maybe it was this one?


Of a full hour it'd take me a quarter to a half to find both




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