Click Here to Link to a PDF of this talk
Note: During the lecture, I found some articles that support much of what he was saying. These have been added and are, to say the least, fascinating.
About 1/3 of the tested student are not meeting benchmarks in any core area.
- Students in studies convey they don't know how to study
- Unsure of the best results
Hermann Ebbinghaus:
- forgetting curve
- what is lost
- relearning effect
- what is saved
- spacing effect
- how it's distributed
- overlearning
- surplus
Robert and Elizabeth Bjork (1992) on learning
Their Learning Center: https://bjorklab.psych.ucla.edu/ (Just checked out this site...Pretty amazing!)
https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-20111.pdf
- disuse
- decay
- retrieval strength
All learning decays over time...the retrieval ability
storage: How well learned vs. Retrieval: How accessible
Memory Storage
- The more you store on a subject area, the more you can take in.
- Research suggests it does not diminish over time.
- Expands with use
Adaptive Value of Disuse Theory
- Keeps your mind from becoming overcluttered.
- Forgetting is good
- Illusion of mastery...information that you don't truly know deeply.
What is the desisirable difficulty?
- Look at Bjork's work from 2016
- Study and the delay the time in which you go back to study
- More desirable to push your memory
The Cognitive Reflection Test (Frederick 2005)
Take a look at Alter et al (2007) and Princeton Students
Distributed Practice-Spaced Study
- Cepeda et al. 2006
- Moulton, Resnick et al (2006) Teaching Surgical Skills: What Kind of Practice Makes Perfect?
- Even those who did the massed training, did as well as the distributed group, while a month later the distributed training people did better and were more skillful (these were doctors).
- https://www.ncbi.nlm.nih.gov/pubmed/16926566
-To me it appears that we need to have teachers build these practices into their presentations in which part of the instruction is a review
Vary the conditions of learning
- Much better to vary the conditions of learning
- Mix-up the physical context/cognitive context (questions, visuals, summaries)/informational context (interleaving)
- Tulving, 1973
- Studying in two different contexts help
- Interleaving
- alternate skills or concepts within a given time period, rather than studying each one in a large block.
- Kang and Pashler (2012)
- For math: Rohrer et al, 2015
The RC has to some degree an interleaving effect built-in!
Strategy/Desirable Difficulty 3: Test Yourself
- Test-enhance learning
- Testing Effect
- One of the best study practices (Dunlosky et al. 2013)
- Studying vs. Testing: Roediger and Karpicke 2006
Why does testing improve learning?
- Pre-tests are important...primes the cognitive pump
- demands----modifies memory----increases SS and RS
- He believes in low stakes testing...quick quizzes, some ungraded tests...feels the testing should be distributed and contributes to this idea of spaced study
How to test yourself (students/us/you)
- Summaries, visuals
- Smart cards/quizlet
- reciprocal teaching, practice tests
Literature on Multiple Choice Tests
- Good for recognition memory
- Some are good for deductive reasoning
- Don't emphasize retrieval, transfer, application
If we are testing students, then we need to help them, not make them figure out what they need to know from a list of standards and on a sheet of paper.
His suggestions
- Study in many locations
- some quiet
- some noisy
- where the test will take place
- Study interleafed
- Do a great deal of self-testing
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