Week 3
SMART LEARNING OBJECTIVES
1. At the end of this lesson, students will be able to differentiate between the two types of systems of knowing.
2. At the end of this lesson, students will be able to identify three examples of illusions and define each example.
3. At the end of this lesson, students will be able to summarize the arguments against the use of learning styles.
2. At the end of this lesson, students will be able to identify three examples of illusions and define each example.
3. At the end of this lesson, students will be able to summarize the arguments against the use of learning styles.
CONTENT SUMMARIES
CHapter 5 Summary -
Avoid Illusions of Knowing
Brown, Roediger and McDaniel (2014) define two systems of Knowing. The first system is also thought of as an automatic system. This simply means that the analytical part of this system is done without thinking, using the senses and intuition. Doing things unconsciously, such as avoiding a car when driving, would be a way to describe this system. This system is built on our experiences and emotions, so it is a survival reflex in times of need. However this system is prone to failing to recognize illusion.
The second system, or the controlled system as Brown, Roediger and McDaniel (2014), call it, is a much slower analysis process. This part of thinking allows us to make decisions, considers outcomes, and allows us to utilize self-control. This system helps teach system 1 to react to certain situations in an effective, instantaneous manner (Brown, Roediger and McDaniel, 2014).
The second system, or the controlled system as Brown, Roediger and McDaniel (2014), call it, is a much slower analysis process. This part of thinking allows us to make decisions, considers outcomes, and allows us to utilize self-control. This system helps teach system 1 to react to certain situations in an effective, instantaneous manner (Brown, Roediger and McDaniel, 2014).
As mentioned above, thinking and learning can be deterred by illusions and memory distortions. (Brown, Roediger, & McDaniel, 2014) System 2 works to help combat these occurrences but is not always successful. Some examples of these types of distractions are Imagination Inflation, Suggestion, Interference, Fluency Illusions, Social Influence, False Consensus Effect, and Curse of Knowledge - to name a few. These distracting processes cause learners to have a false sense of understanding and comprehension of a situation.
The way to combat these difficulties is to utilize tools that will provide practice for the learner's judgement. This can be accomplished by the use of testing, peer instruction, corrective feedback, working in teams and using different forms of simulation. These opportunities allow the learner to develop cohesive mental models. Working with other individuals and utilizing reflection techniques will cause the learner to consider alternative perspectives - which in turn leads to better memory and retrieval (Brown, Roediger and McDaniel, 2014).
The way to combat these difficulties is to utilize tools that will provide practice for the learner's judgement. This can be accomplished by the use of testing, peer instruction, corrective feedback, working in teams and using different forms of simulation. These opportunities allow the learner to develop cohesive mental models. Working with other individuals and utilizing reflection techniques will cause the learner to consider alternative perspectives - which in turn leads to better memory and retrieval (Brown, Roediger and McDaniel, 2014).
CHAPTER 6 SUMMARY -
Get beyond learning styles
The belief is that everyone has a particular "style" by which they learn best. Such as being a visual learner or an auditory learner. Research suggests that this may not be the best way to look at different styles of learning. Rather than simply "classifying" someone as a particular style of learner, research suggests that there exists many aspects of intelligence and that learners should focus on utilizing as many of these areas as possible. The concept of Successful Intelligence demonstrates that intelligence can take the shape of many aspects. Some models include anywhere from three to eight different components, such as analytical, creative, and practical.
(Brown, Roediger and McDaniel, 2014)
(Brown, Roediger and McDaniel, 2014)
Intelligence has been measured many ways throughout history, with IQ testing being the most prominently utilized form. Dynamic Testing is an alternative to this traditional method. In this form of testing, a test of some form is given to establish areas that need improvement. Next, the student spends time focusing on these areas through effective study strategies and then completes a test again. Brown, Roediger, and McDaniel (2014) describe how a toddler learning to walk mirrors this process. The child attempts it, gets feedback when he/she fails, practices more in different ways, and finally tests it out again. During these processes, the learner develops a coherent mental framework from these experiences and practices. This process is called structure building (Brown, Roediger and McDaniel, 2014).
Student assessment,
Dr. Jeffrey Karpicke
You Tube SUMMARY
This discussion focuses on the aspect of retrieval as a part of student learning. Dr. Karpicke describes research completed by using three groups of students using brief text passages. One group used the strategy of repeated reading/studying four times. A second group used a strategy of reading/studying three times and one time using recall - everything they could remember. The final group read the material one time and did three recalls of the material. The results are counterintuitive to accepted belief, the group that reread four times scored much lower in a follow-up session one week after the initial session.
Another study showed that when surveyed about the study strategies they used and believed are most effective, college students overwhelmingly said the rereading was their preferred strategy. The students also responded that they believe rereading is the most effective strategy. This indicates a clear disconnect between belief and actual practice.
One final study included four groups: a group that read material one time, a repeated reading group that read several times, a group that read the material then created a concept map, and the last group read the material then recalled it. Again, the group that practiced the recalling as a part of their studying retained the information and was able to apply it to new situations with the most success.
The key to this information seems to be in how a student is asked to learn. By requiring the student to actively think during the retrieval process (through recall strategies or other methods), students have a better retention rate and are able to better apply the information to new situations.
Another study showed that when surveyed about the study strategies they used and believed are most effective, college students overwhelmingly said the rereading was their preferred strategy. The students also responded that they believe rereading is the most effective strategy. This indicates a clear disconnect between belief and actual practice.
One final study included four groups: a group that read material one time, a repeated reading group that read several times, a group that read the material then created a concept map, and the last group read the material then recalled it. Again, the group that practiced the recalling as a part of their studying retained the information and was able to apply it to new situations with the most success.
The key to this information seems to be in how a student is asked to learn. By requiring the student to actively think during the retrieval process (through recall strategies or other methods), students have a better retention rate and are able to better apply the information to new situations.
Connections to K-12
After reading the material for this week and listening to the discussion of Student assessment, I am asking myself several questions. First, is this material included in pre-service teacher training? I certainly hope so, it wasn't in my preparation for the field. I also am asking "Why isn't this research being given the attention it deserves?" It is very applicable to all that work in the K - 12 setting.
How often do students learn how to really "study" from teachers, fellow students, parents, or siblings? When they do, all too often the suggestion is to reread the material and make notes, then reread those notes. Clearly the research shows that this strategy is not the best option. Yet, everyday in our schools this is occurring.
Another thought that particularly jumps out of this material is perception data mentioned by Dr. Karpicke. Most people believe that by rereading the material multiple times they have "learned" it. Again, the results of the research show that it simply is not accurate.
A final area that is extremely applicable to K - 12 is the concept that material should be revisited on a regular basis. A typical occurrence in our schools today is for the chapter test to be the end of the learning on a topic until the mid-term or final exam. Requiring students to regularly access this information is the way to continue to building the knowledge and make connections for application (Brown, Roediger and McDaniel, 2014).
How often do students learn how to really "study" from teachers, fellow students, parents, or siblings? When they do, all too often the suggestion is to reread the material and make notes, then reread those notes. Clearly the research shows that this strategy is not the best option. Yet, everyday in our schools this is occurring.
Another thought that particularly jumps out of this material is perception data mentioned by Dr. Karpicke. Most people believe that by rereading the material multiple times they have "learned" it. Again, the results of the research show that it simply is not accurate.
A final area that is extremely applicable to K - 12 is the concept that material should be revisited on a regular basis. A typical occurrence in our schools today is for the chapter test to be the end of the learning on a topic until the mid-term or final exam. Requiring students to regularly access this information is the way to continue to building the knowledge and make connections for application (Brown, Roediger and McDaniel, 2014).
Suggestions for Implementation
The first thing that needs to happen in K - 12 is that this research needs to be presented to teachers. Until I started this material, I would have leaned toward some of the myths (rereading and note writing/rereading) as effective practices. Instead, teachers need explore other alternatives for students. The discussions of recall practice are already used in reading comprehension assessments such as the DRA. This is a critical component to see if a student is really understanding the material they read. This concept can be utilized in all academic areas. Instead of the traditional "end of chapter/section" questions to answer, students could create their own summary of the information. As in the book for this class, each chapter has a "Take away" section at the end to summarize - students could create this for each chapter in their Social Studies for example.
Another strategy mentioned by Dr. Karpicke was the concept map. This is a tool that receives some attention in language arts rooms, but is not fully utilized in terms of a recall strategy. Asking students to engage in this level of retrieval will force active learning and strengthen the connections to the material. The cycle of believe of the benefits of "rereading" must be broken. This would be a great topic for professional development in all districts.
Another strategy mentioned by Dr. Karpicke was the concept map. This is a tool that receives some attention in language arts rooms, but is not fully utilized in terms of a recall strategy. Asking students to engage in this level of retrieval will force active learning and strengthen the connections to the material. The cycle of believe of the benefits of "rereading" must be broken. This would be a great topic for professional development in all districts.
CHecking your Understanding
Quizlet - Week 3
To check your learning for this session, complete the quiz at the link below. These questions will assist in measuring your learning of the sessions SMART Learning Objectives.
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.
Karpicke, Jeffery(2013, May 15).: Student Assessment Part 1. Retrieved from:
https://www.youtube.com/watch?v=CioabgMyFlA
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.
Karpicke, Jeffery(2013, May 15).: Student Assessment Part 1. Retrieved from:
https://www.youtube.com/watch?v=CioabgMyFlA