Week 1
SMART LEARNING OBJECTIVES
1. At the end of this lesson, students will be able to identify two factors of learning that are misunderstood by most people, according to research.
2. At the end of this lesson, students will be able to identify three examples of strategies that promote student learning.
2. At the end of this lesson, students will be able to identify three examples of strategies that promote student learning.
CONTENT SUMMARIES
CHapter 1 Summary -
Learning Is Misunderstood
As indicated by the title of the chapter, Brown, Roediger and McDaniel (2014) assert that many of the strategies used today to learn are, in fact, not effective. Strategies thatseem to be intuitive (I.E. rereading), are actually based on faith and limited immediate success by users (Brown et. al. 2014). Other examples of ineffective, but common, learning strategies include "cramming" and studying based on an identified learning style.
In order for learners to really grasp and retain material, effort is required to deepen the understanding and retention. Memory is essential for learning and retention of material. Therefore,strategies that practice recalling the information in appropriately spaced times will assist in effective learning. Recalling information can take many different forms. One of the most popular methods is quizzing. These quizzes would occur at an appropriate time to allow the learner to "work" to apply and use the concepts. Other examples would include spaced repetition, interleaving and concept elaboration (Brown, Roediger and McDaniel, 2014).
CHAPTER 2 SUMMARY -
To Learn, retrieve
Research shows that in a short period of time, we lose about 70% of what we read. This rate slows to only 30% lose after a period of time (Brown et. al. 2014). However, this is an astounding fact that faces all learners. One way to assist in learning to help avoid forgetting. This concept is one that is not practiced, although significant research exists to show the
success of this strategy (Brown,
Roediger and McDaniel, 2014).
success of this strategy (Brown,
Roediger and McDaniel, 2014).
There are several strategies that can assist a learner
in battling the concept of "forgetting information." One
strategy is reflection. This is the practice of utilizing
knowledge, applying it to practice, and connecting
it to new situations. In general, retrieval of information
needs to be effortful and repeated. The more effort used in retrieving the information, the stronger the learning experience. Simply recalling information one time does not give the same effect as repeated opportunities.
Repeated retrieval solidifies the information and makes it more readily available for application and us in future situations. Note: the use of tests or quizzes does not have to come from a teacher. The learner can utilize this strategy through self-testing or use of flash cards (Brown, Roediger and McDaniel, 2014).
in battling the concept of "forgetting information." One
strategy is reflection. This is the practice of utilizing
knowledge, applying it to practice, and connecting
it to new situations. In general, retrieval of information
needs to be effortful and repeated. The more effort used in retrieving the information, the stronger the learning experience. Simply recalling information one time does not give the same effect as repeated opportunities.
Repeated retrieval solidifies the information and makes it more readily available for application and us in future situations. Note: the use of tests or quizzes does not have to come from a teacher. The learner can utilize this strategy through self-testing or use of flash cards (Brown, Roediger and McDaniel, 2014).
How People Learn, Dr. Roddy RoedigerYou Tube SUMMARY
In this video, Dr. Roediger discusses some of his research concerning how people learn. In his research Dr. Roediger sets up an experiment that provides three conditions for assessing participants "learning." One group had the opportunity to just utilize standard review strategies prior to the whole group being tested. The second group utilized some standard review strategies and a test, prior to the whole group being tested. The last group utilized four practice tests, prior to the whole group being tested.
The results indicated that the group that received repeated practice at recalling the information outperformed all other groups. A side note in the study, the group that had just one practice test outperformed the group that used only standard review practices. While these results solidify other research about the effectiveness of repeated practice/recall, there is still a lack of application to our learning processes today. Dr. Roediger exclaimed that there needs to be more application of these concepts to educational practice.
The results indicated that the group that received repeated practice at recalling the information outperformed all other groups. A side note in the study, the group that had just one practice test outperformed the group that used only standard review practices. While these results solidify other research about the effectiveness of repeated practice/recall, there is still a lack of application to our learning processes today. Dr. Roediger exclaimed that there needs to be more application of these concepts to educational practice.
Connections to K-12
After completing the readings and watching the video, it is apparent that current educational practices need to be modified. Teacher preparation programs need to include this in their curriculum for future teachers. Most of these programs emphasize testing and quizzes as forms of formal assessment. With the results used to show the amount of knowledge gained by students.
Recently, formative assessment has gained attention. This form of assessment is more aligned to the concept of repeated practice/recall, but still needs some modification. Too often in K-12 settings, teachers tend to fall into a pattern of a quiz once per week and test at the end of the chapter. The research demonstrated in the material for this week raises great points for our teachers to remember: multiple opportunities for recall practice, along with some instruction in how to self-check, will greatly enhance learning opportunities for our students (Brown, Roediger and McDaniel, 2014).
Suggestions for Implementation
The research clearly defines several strategies that teachers can utilize to increase student learning. One way teachers might accomplish this is by using a "comprehensive" assessment system. In this case, comprehensive would mean to provide opportunities for students to review previous material learned, along with newly taught concepts. Many times, once a concept is "assessed" it is not revisited again until a major exam (semester or final).
Additional opportunities are needed for students to better retain the information being learned. In a classroom, this would involve regularly scheduled activities designed to give students the opportunity to reflect on the previous material, utilize flashcards to recall concepts previously learned, or taking practice tests that challenge students to apply previous knowledge to a new situation.
Additional opportunities are needed for students to better retain the information being learned. In a classroom, this would involve regularly scheduled activities designed to give students the opportunity to reflect on the previous material, utilize flashcards to recall concepts previously learned, or taking practice tests that challenge students to apply previous knowledge to a new situation.
CHecking your Understanding
Quizlet - Week 1
To check your learning for this session, complete the quiz at the link below. The flash cards contain the answers on the flip side. Please click the flip button to check yourself.
REFERENCES:
Brown, P.C., Roediger, H.L., & McDaniel, M.A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Roediger, H.L. (2014, June 12). How People Learn. Retrieved from: https://www.youtube.com/watch?v=4tz8gVPHhFE
Brown, P.C., Roediger, H.L., & McDaniel, M.A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.
Roediger, H.L. (2014, June 12). How People Learn. Retrieved from: https://www.youtube.com/watch?v=4tz8gVPHhFE