Week 4
SMART LEARNING OBJECTIVES
1. At the end of this lesson, students will be able compare and contrast Fixed Mindset and Growth Mindset principles.
2. At the end of this lesson, students will be able to identify three essential study strategies for improving learning.
3. At the end of this lesson, students will be able to evaluate and explain aspects of learning that apply to students, teachers, and trainers.
2. At the end of this lesson, students will be able to identify three essential study strategies for improving learning.
3. At the end of this lesson, students will be able to evaluate and explain aspects of learning that apply to students, teachers, and trainers.
CONTENT SUMMARIES
CHapter 7 Summary -
Increase Your Abilities
The focus of this chapter is on the process of increasing learning throughout life. Contrary to old beliefs, research shows that humans are able to generate new neurons throughout life. This is believed to contribute to the process needed to continually learn – the process is called neurogenesis. According to Brown, Roediger and McDaniel (2014), over the past 60 years, the IQ in the Unites States has risen eighteen points. This is attributed to changes in nutrition, culture, and schooling (Brown, Roediger and McDaniel, 2014).
The concept of “Brain Training” is one that is misleading to the uninformed person. This concept is based on narrow research that is not exactly as advertised in the evolving market. There are two types of intelligence, fluid and crystallized. This research is based only on fluid intelligence. (Brown, Roediger and McDaniel, 2014) Carol Dweck provides research in the area of "growth mindset." This is the belief that a person has about their intellectual ability and performance. Her research suggests that students that are told they are intelligent tend to perform lower than students that are told they are hard workers. Additional research shows that students that given effortful strategies and told they will be able to succeed with them perform better.(Brown, Roediger and McDaniel, 2014)
The concept of “Brain Training” is one that is misleading to the uninformed person. This concept is based on narrow research that is not exactly as advertised in the evolving market. There are two types of intelligence, fluid and crystallized. This research is based only on fluid intelligence. (Brown, Roediger and McDaniel, 2014) Carol Dweck provides research in the area of "growth mindset." This is the belief that a person has about their intellectual ability and performance. Her research suggests that students that are told they are intelligent tend to perform lower than students that are told they are hard workers. Additional research shows that students that given effortful strategies and told they will be able to succeed with them perform better.(Brown, Roediger and McDaniel, 2014)
Deliberate practice gives the learner an even better opportunity for success. This process requires the learner to focus on increasing above the current level of understanding through effortful and goal-oriented practice (Brown, Roediger and McDaniel, 2014).
Mechanisms that assist in memory recall are called memory cues. A powerful example of this is a mnemonic device. This strategy creates an association between information being learned and an abbreviated acronym. The memory palace is a complex mnemonic device that allows the learner to store large amounts of information in the memory. There are many levels of mnemonic devices ranging from basic levels of the color spectrum to advanced palaces that assist in recalling the entire periodic table of elements. The key to changing the brain is engaging in effortful learning (Brown, Roediger and McDaniel, 2014).
Mechanisms that assist in memory recall are called memory cues. A powerful example of this is a mnemonic device. This strategy creates an association between information being learned and an abbreviated acronym. The memory palace is a complex mnemonic device that allows the learner to store large amounts of information in the memory. There are many levels of mnemonic devices ranging from basic levels of the color spectrum to advanced palaces that assist in recalling the entire periodic table of elements. The key to changing the brain is engaging in effortful learning (Brown, Roediger and McDaniel, 2014).
CHAPTER 8 SUMMARY -
Making it stick
This chapter provides specific information for a variety of groups, in terms of how to apply the strategies discussed in the textbook. The first group addressed are students. The target here is high school, college and graduate students. The key for students is to focus on the three main strategies: Practice retrieving knowledge, spacing out practice on retrieval, and interleave the study of different types of problems (Brown, Roediger and McDaniel, 2014). These strategies, as discussed in earlier weeks, are critical for student success in learning and building upon the knowledge already learned. It is important to remember that these strategies are utilized based on classroom instruction.
The next group discussed is Lifelong learners. The strategies mentioned above still apply to this group. However, particular attention should be given to retrieval practice, generation, reflection and elaboration strategies (Brown, Roediger and McDaniel, 2014). These strategies tend to focus on the expansion and addition of knowledge to our existing memory. This includes replacing existing memories with new, updated pieces.
The next group discussed is Lifelong learners. The strategies mentioned above still apply to this group. However, particular attention should be given to retrieval practice, generation, reflection and elaboration strategies (Brown, Roediger and McDaniel, 2014). These strategies tend to focus on the expansion and addition of knowledge to our existing memory. This includes replacing existing memories with new, updated pieces.
Another group discussed is Teachers. It is critical that teachers talk with students about the processes associated with learning. Teaching students how to study is key to implementing these strategies. Utilizing the strategies will create desirable conditions in the learning environment. Not all of these conditions are easy, having difficult and effortful learning is the best scenario for a classroom.
The final group discussed in this chapter are Trainers. The strategies discussed in this book are rarely found in training sessions. Rather, Power Point slides, lectures and large group settings are most common. These do not facilitate the type of environment that will cause listeners to actually retain the material being discussed. For this setting, trainers need to employ different types of activities that will lead to use of the strategies we know are effective for memory and learning. Some of these activities include role playing, creation of an overview by the participants on the given topic, exercised that interleaves concepts being presented and discussed in small groups, and even the use of clicker systems to constantly check understanding and provide feedback.(Brown, Roediger and McDaniel, 2014)
The final group discussed in this chapter are Trainers. The strategies discussed in this book are rarely found in training sessions. Rather, Power Point slides, lectures and large group settings are most common. These do not facilitate the type of environment that will cause listeners to actually retain the material being discussed. For this setting, trainers need to employ different types of activities that will lead to use of the strategies we know are effective for memory and learning. Some of these activities include role playing, creation of an overview by the participants on the given topic, exercised that interleaves concepts being presented and discussed in small groups, and even the use of clicker systems to constantly check understanding and provide feedback.(Brown, Roediger and McDaniel, 2014)
You Tube SUMMARY -
Carol Dweck: Mindset- The new psychology of success
In this video, Dr. Dweck discusses the concept of Mindset. She describes two main types of mindsets: Fixed Mindset and Growth Mindset. Fixed mindset is when a student believes their intelligence or ability to learn is fixed and cannot be changed. Students engaging in growth mindset take on the belief that they can increase their ability to learn or their intelligence. Dr. Dweck provides several case studies, from her own research, demonstrating that students with a growth mindset consistently outperformed students of a fixed mindset. The research covered multiple groups at differing levels, from 7th grade to collegiate level.
Additional information shared in the video related to praise. Receiving praise and specific feedback assisted students in engaging in growth. The question of "Can a mindset be changed?" was also addressed. Research by Dr. Dweck demonstrated that with growth mindset training students could increase their learning. The final component of the video centered on the possibility of interventions for students. The research found that with the proper training and support, students could change their behavior using the growth mindset strategies they had learned. Those students that did not learn these strategies tended to struggle and not make changes in their behavior.
Additional information shared in the video related to praise. Receiving praise and specific feedback assisted students in engaging in growth. The question of "Can a mindset be changed?" was also addressed. Research by Dr. Dweck demonstrated that with growth mindset training students could increase their learning. The final component of the video centered on the possibility of interventions for students. The research found that with the proper training and support, students could change their behavior using the growth mindset strategies they had learned. Those students that did not learn these strategies tended to struggle and not make changes in their behavior.
Summary of Article: How to Use Retrieval Practice to Improve Learning
This article addressed using retrieval practice as a strategy for improving learning. Emphasis is placed on the fact that practice should be considered a strategy not a means for assessment. Using this strategy is way to get information out of the memory and apply it. Every time a learner retrieves information is can cause more learning, new connections and is re-stored for use again. Effortful and challenging practice leads to better long term memory and learning.
This type of practice improves multiples aspects of the learner, including problem solving skills, organization of the learned knowledge and ability to transfer information and apply it to new situations. This type of flexibility is critical in maximizing brain learning. All subjects typically taught in school benefit from this type of practice and students of all levels can effectively utilize this strategy. Teachers can use tools such as clicker systems, colored cards, bell work, exit tickets or individual wipe boards to promote engaged learning and retrieval practice in the classroom on a daily basis.
Practicing retrieval does not take away from other classroom activities. Rather, if done effectively a teacher will evaluate and eliminate ineffective strategies (i.e. rereading) to incorporate this more successful method. This strategy can be used multiple times in a class and will teach students great individual strategies. It is important to provide immediate and complete feedback without assigning a grade to this practice. Students will be more likely to take risks and be willing to be wrong with out the threat of lowering their grade.
This type of practice improves multiples aspects of the learner, including problem solving skills, organization of the learned knowledge and ability to transfer information and apply it to new situations. This type of flexibility is critical in maximizing brain learning. All subjects typically taught in school benefit from this type of practice and students of all levels can effectively utilize this strategy. Teachers can use tools such as clicker systems, colored cards, bell work, exit tickets or individual wipe boards to promote engaged learning and retrieval practice in the classroom on a daily basis.
Practicing retrieval does not take away from other classroom activities. Rather, if done effectively a teacher will evaluate and eliminate ineffective strategies (i.e. rereading) to incorporate this more successful method. This strategy can be used multiple times in a class and will teach students great individual strategies. It is important to provide immediate and complete feedback without assigning a grade to this practice. Students will be more likely to take risks and be willing to be wrong with out the threat of lowering their grade.
Connections to K-12
Material from this week's reading and viewing have strong connections to the world of K - 12 education. Much of the research discussed had specific references to this level of schooling. One of the greatest factors that stuck out is the incorrect assumption that once a student's level of intelligence has been established that it cannot be changed. Too many times students are identified and labeled in the K - 12 world, therefore never really receiving the level of expectation others in the same room may receive.
The material from this week is clear on what needs to change for our students to gain in the area of knowledge and intelligence. Students need to be taught these strategies, given opportunities to utilize them on a daily - even hourly- basis, and training to give them understanding that they can change their situation. Teachers, just like students, need to have experiences using these strategies and practicing with them so they can better train students to utilize these powerful tools.
The material from this week is clear on what needs to change for our students to gain in the area of knowledge and intelligence. Students need to be taught these strategies, given opportunities to utilize them on a daily - even hourly- basis, and training to give them understanding that they can change their situation. Teachers, just like students, need to have experiences using these strategies and practicing with them so they can better train students to utilize these powerful tools.
Suggestions for Implementation
Teachers in the K - 12 setting can find several valuable nuggets from this week's resources. To begin, the basic understanding, given in Chapter 7, of how neurons can be formed and what learning looks like in the brain is information that should resonate with every teacher while planning every lesson. Probably the single most important concept for teachers in this reading is the section dealing with "Growth Mindset." Too often students are labeled or categorized based on some measure that occurs in school. With the correct training about expectations and good study strategies, students can grow and learn. So, one aspect that needs addressed is teacher professional development in the areas of these strategies and the research behind them. In order for students to successfully utilize these powerful tools, teachers must understand and be able to demonstrate and instruct students in there use.
As discussed in the second chapter for this week, teachers and trainers need to understand effective presentation techniques and engaging strategies to make learning active and effortful by their students. Although many schools may not have the clicker systems, simple colored notecards can serve as a means to quickly poll students for understanding - thus ensuring that all students are actively recalling and retrieving information and getting timely feedback from the teacher.
As discussed in the second chapter for this week, teachers and trainers need to understand effective presentation techniques and engaging strategies to make learning active and effortful by their students. Although many schools may not have the clicker systems, simple colored notecards can serve as a means to quickly poll students for understanding - thus ensuring that all students are actively recalling and retrieving information and getting timely feedback from the teacher.
CHecking your Understanding
Quizlet - Week 4
To check your learning for this session, complete the quiz below.
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.
Dweck. C. (2013, October 20). Carol Dweck 'Mindset - the new psychology of success' at happiness & its causes 2013 [Video File]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM.
Agarwal, P., Roediger, H., McDaniel, M., & McDermott, K., How to Use Retrieval Practice to Improve Learning: Guide developed to help use retrieval practice to improve learning. Retrieved from: http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/RetrievalPracticeGuide.pdf
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.
Dweck. C. (2013, October 20). Carol Dweck 'Mindset - the new psychology of success' at happiness & its causes 2013 [Video File]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM.
Agarwal, P., Roediger, H., McDaniel, M., & McDermott, K., How to Use Retrieval Practice to Improve Learning: Guide developed to help use retrieval practice to improve learning. Retrieved from: http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/RetrievalPracticeGuide.pdf