Week 2
SMART LEARNING OBJECTIVES
1. At the end of this lesson, students will be able to identify three types of practice that are effective for learning.
2. At the end of this lesson, students will be able to identify at least three steps of the learning process.
3. At the end of this lesson, students will be able to identify two key components of memory retrieval.
2. At the end of this lesson, students will be able to identify at least three steps of the learning process.
3. At the end of this lesson, students will be able to identify two key components of memory retrieval.
CONTENT SUMMARIES
CHapter 3 -
Mix up your practice
A myth that exists about learning is that massed (repetitive) practice provides the best opportunity for learners to commit the information to memory. However, research shows that this is not accurate. Only short-term is utilized in this practice and thus does not allow the learner to remember in the long term (Brown, Roediger and McDaniel, 2014).
Using spaced practice, interleaved practice or varied practice provides learners better opportunities to retain information in the long term. Spaced practice is different from massed practice in that the practice occurs at regular intervals. These spaced sessions require the meaningful retrieval of the information learned. This is a more durable learning that requires increased effort on the learner's part.
Interleaved practice takes place when a learner practices more than one subject or skill at a time. This type of practice requires the learner to discriminate between subjects/skills being learned. This practice may appear to occur at a slower rate but the long term effects show a higher retention rate.
Varied practice is a process of practicing skills/subjects and requiring the learner to apply it to a different situation. This type of learning causes more demands on the learner to recall and apply the information, thus more durable learning. A key to learning is to force the brain to work harder, thus deepening the memory and causing more connections within the brain (Brown, Roediger and McDaniel, 2014).
Using spaced practice, interleaved practice or varied practice provides learners better opportunities to retain information in the long term. Spaced practice is different from massed practice in that the practice occurs at regular intervals. These spaced sessions require the meaningful retrieval of the information learned. This is a more durable learning that requires increased effort on the learner's part.
Interleaved practice takes place when a learner practices more than one subject or skill at a time. This type of practice requires the learner to discriminate between subjects/skills being learned. This practice may appear to occur at a slower rate but the long term effects show a higher retention rate.
Varied practice is a process of practicing skills/subjects and requiring the learner to apply it to a different situation. This type of learning causes more demands on the learner to recall and apply the information, thus more durable learning. A key to learning is to force the brain to work harder, thus deepening the memory and causing more connections within the brain (Brown, Roediger and McDaniel, 2014).
CHAPTER 4 -
Embracing Difficulties
The process of learning involves encoding, consolidation, and retrieval. Encoding is the initial learning that commits the information to short-term memory. Consolidation happens when the information is reorganized and connections are made to allow it to be stored in the long term memory. The process of retrieval happens when the stored information is recalled and applied to a situation, in which new learning may be added
(Brown, Roediger and McDaniel, 2014).
With long-term memory, the more information that is learned, the more capacity is available. In learning, the information is always built upon and connections are made to previous knowledge or experiences. In order to better access this memory, repeated use of this knowledge will allow for better retrieval. Establishing retrieval cues will also help in gaining access to long-term memory. These cues strengthen the connections in the brain and activate the memories.
Repeated and effortful recall helps make the memory stronger and the learning available to be updated and recommitted to long-term memory. This process leads to the creation of mental models that store ideas in a meaningful grouping that can later be accessed, used and modified (Brown, Roediger and McDaniel, 2014).
(Brown, Roediger and McDaniel, 2014).
With long-term memory, the more information that is learned, the more capacity is available. In learning, the information is always built upon and connections are made to previous knowledge or experiences. In order to better access this memory, repeated use of this knowledge will allow for better retrieval. Establishing retrieval cues will also help in gaining access to long-term memory. These cues strengthen the connections in the brain and activate the memories.
Repeated and effortful recall helps make the memory stronger and the learning available to be updated and recommitted to long-term memory. This process leads to the creation of mental models that store ideas in a meaningful grouping that can later be accessed, used and modified (Brown, Roediger and McDaniel, 2014).
Mark McDaniel: Making Learning Stick: Evidence and Insights to Improve Teaching and Learning
In this video, Dr. McDaniel discusses research concerning how students learn and how they are currently studying. It is critical to understand that he is not saying we, as educators, have to make huge shifts in our practice. Rather he is calling for small, specific changes that can greatly impact student learning. His research indicated much of what we learned in Week 1 about how students tend to study: rereading, reading notes from lecture, rewriting notes from lecture, etc. Dr. McDaniel reiterates that teachers tend to give the cue to students that these strategies will help them learn better and retain more information.
An interesting, and all too familiar, example was given in this video related to copying information directly from a lecture. In this situation students completed a typical lecture by copying the notes directly from the instructor. Another group heard the lecture and then had to write their own notes based on what they heard. The results showed that the later group scored 1/2 grade level higher on average. This shows that intentional study practice leads to greater success, in terms of assessing at a later time. Along with the reading this week, the practice of spaced and varied practice was also demonstrated during the video. Research clearly shows that these methods increase the learners retention. Dr. McDaniel gave several examples of research used in various subjects that concurred this point.
An interesting, and all too familiar, example was given in this video related to copying information directly from a lecture. In this situation students completed a typical lecture by copying the notes directly from the instructor. Another group heard the lecture and then had to write their own notes based on what they heard. The results showed that the later group scored 1/2 grade level higher on average. This shows that intentional study practice leads to greater success, in terms of assessing at a later time. Along with the reading this week, the practice of spaced and varied practice was also demonstrated during the video. Research clearly shows that these methods increase the learners retention. Dr. McDaniel gave several examples of research used in various subjects that concurred this point.
Connections to K-12
The content from the readings and video is valuable information for all K - 12 teachers. In looking at how teachers ask students to practice in the classroom, this process tends to involve massed practice. For example, spelling words in early grades. A typical lesson involves writing and rewriting these words. Many students write one word 5 -10 times, then move on to the next, and so forth. In mathematics, many textbooks are set up in a manner that also guides the learner to massed practice. There will be several problems in succession that are practicing the same concept.
The information presented in Week 2 shows why it is imperative for teachers to have multiple strategies available for students. Further, teachers need to teach students how to utilize various practice strategies for success. With this new practice format, parents, students and teachers need to keep in mind that the initial practice will likely seem less successful and struggle during this time. As research shows, this is typical but in the end the retrieval will occur and stronger connections will be developed.
The information presented in Week 2 shows why it is imperative for teachers to have multiple strategies available for students. Further, teachers need to teach students how to utilize various practice strategies for success. With this new practice format, parents, students and teachers need to keep in mind that the initial practice will likely seem less successful and struggle during this time. As research shows, this is typical but in the end the retrieval will occur and stronger connections will be developed.
Suggestions for Implementation
This material shows clear evidence that we, in education, need to be more aware of own practice styles and open to making some changes that will benefit student learning. Too often, as a teacher, we tend to gravitate our teaching styles to our own learning styles because it is familiar and comfortable. However, as in learning and practice, we need to get out of this comfort zone. As it turns out, for many of us this comfort zone was instilled as a young learner but the current research demonstrates that these practices were not and are not effective. The use of varied, spaced and interleaving practice methods can easily be woven into the fabric of a classroom environment.
In thinking about the two examples mentioned above, having students make flash cards and then practicing with them throughout a week will greatly enhance their retention of the material. This would involve spaced and varied methods. Once students are accustomed to these strategies they can actually teach their parents and complete them at home for additional practice.
In terms of the math example, textbooks will still be set up on a skill-by-skill lesson format. For example, in Algebra 1 solving linear equations is a major topic. There are many ways to write linear equations, so for students it appears as many lessons on solving new equations when in essence you are still using the same strategies and applying it to a new form of the equation. The teacher can simply teach how to solve linear equations and then allow students the guided practice to apply this process to many different forms of linear equation. As stated in the research, this will allow students to make connections and apply prior knowledge (Brown, Roediger and McDaniel, 2014).
In thinking about the two examples mentioned above, having students make flash cards and then practicing with them throughout a week will greatly enhance their retention of the material. This would involve spaced and varied methods. Once students are accustomed to these strategies they can actually teach their parents and complete them at home for additional practice.
In terms of the math example, textbooks will still be set up on a skill-by-skill lesson format. For example, in Algebra 1 solving linear equations is a major topic. There are many ways to write linear equations, so for students it appears as many lessons on solving new equations when in essence you are still using the same strategies and applying it to a new form of the equation. The teacher can simply teach how to solve linear equations and then allow students the guided practice to apply this process to many different forms of linear equation. As stated in the research, this will allow students to make connections and apply prior knowledge (Brown, Roediger and McDaniel, 2014).
CHecking your Understanding
Quizlet - Week 2
To check your learning for this session, complete the quiz at the link below. For this assessment, please fill the correct answer into the blank. Good Luck!
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.
McDaniel, M.A. (2015, April 8). Making Learning Stick: Evidence and Insights to Improve Teaching and Learning. Retrieved from: https://youtu.be/japP8Cr0q6g
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.
McDaniel, M.A. (2015, April 8). Making Learning Stick: Evidence and Insights to Improve Teaching and Learning. Retrieved from: https://youtu.be/japP8Cr0q6g