The Science of learning
professional development
workshop
______________________________________
Week #1
Learning objectives
Upon completion of this workshop, participants should be able to:
1. Name the two most commonly most misused learning methods.
2. Identify two methods of proven deeper learning.
3. List strategies students can use themselves that facilitate enduring learning.
4. Apply lessons learned from this workshop through low-threat quizzing using the Quizlet quiz tool.
1. Name the two most commonly most misused learning methods.
2. Identify two methods of proven deeper learning.
3. List strategies students can use themselves that facilitate enduring learning.
4. Apply lessons learned from this workshop through low-threat quizzing using the Quizlet quiz tool.
Weekly content summaries
Chapter One Summary - Learning is Misunderstood
People generally go about learning the wrong way. The most common methods of learning used today are the least helpful when it comes to durable, long lasting learning and retention. The most commonly misused learning methods are:
A. Repeated re-reading of a subject
B. Massed Practice, such as cramming for an exam.
While these methods work for short-term memory, true long term and meaningful retention requires additional effort.
Elaboration is a method of deeper learning. By learning a new subject and writing it in your own words or placing it in your own context combined with existing knowledge, a true cognitive connection is formed that facilitates durable, long lasting learning.
Retrieval Practice is another method of deeper learning that employs techniques such quizzing and repeated, recurring testing of a subject.
Learning is further enhanced when combined with problem solving exercises on a periodic, recurring basis (Brown, P. C., Roediger, H. L., & McDaniel, M. A. 2014).
People generally go about learning the wrong way. The most common methods of learning used today are the least helpful when it comes to durable, long lasting learning and retention. The most commonly misused learning methods are:
A. Repeated re-reading of a subject
B. Massed Practice, such as cramming for an exam.
While these methods work for short-term memory, true long term and meaningful retention requires additional effort.
Elaboration is a method of deeper learning. By learning a new subject and writing it in your own words or placing it in your own context combined with existing knowledge, a true cognitive connection is formed that facilitates durable, long lasting learning.
Retrieval Practice is another method of deeper learning that employs techniques such quizzing and repeated, recurring testing of a subject.
Learning is further enhanced when combined with problem solving exercises on a periodic, recurring basis (Brown, P. C., Roediger, H. L., & McDaniel, M. A. 2014).
Chapter Two Summary - To Learn, Retrieve
Recurring retrieval of knowledge from memory is key for long term retention. Using retrieval as a learning tool is also known as the Testing Effect, also referred to as the Retrieval-Practice Effect.
Laboratory studies combined with real-world studies in schools prove that long term retention is stronger when learners multiple, spaced, low-stakes recurring testing as opposed to less frequent but larger mass testing.
To get the most out of retrieval testing, students do not have to wait to be administered tests. Self-testing, combined with peer or teacher corrective feedback also helps learners retain material they may not have initially understood.
(Brown et al., 2014).
Recurring retrieval of knowledge from memory is key for long term retention. Using retrieval as a learning tool is also known as the Testing Effect, also referred to as the Retrieval-Practice Effect.
Laboratory studies combined with real-world studies in schools prove that long term retention is stronger when learners multiple, spaced, low-stakes recurring testing as opposed to less frequent but larger mass testing.
To get the most out of retrieval testing, students do not have to wait to be administered tests. Self-testing, combined with peer or teacher corrective feedback also helps learners retain material they may not have initially understood.
(Brown et al., 2014).
Video Overview and Summary
In the video below, Dr. Roddy Roediger talks about how we've been teaching students improper learning techniques for over 130 years by encouraging the use of re-reading, highlighting text, and re-writing notes. He demonstrates to the audience through research studies how students can foster long-term retention by using repeated retrieval practice in the form of frequent recurring testing and quizzing techniques, further supporting research outlined in the above chapter summaries (Roediger, 2014).
In the video below, Dr. Roddy Roediger talks about how we've been teaching students improper learning techniques for over 130 years by encouraging the use of re-reading, highlighting text, and re-writing notes. He demonstrates to the audience through research studies how students can foster long-term retention by using repeated retrieval practice in the form of frequent recurring testing and quizzing techniques, further supporting research outlined in the above chapter summaries (Roediger, 2014).
connections to field and/or discipline
As a facilities professional working in a 800K square foot facility constructed over a period of 50 years, employing retrieval practice techniques could significantly benefit memory in the areas of room locations and content, capital equipment types and function, project and repair activities, as well recurring facility issues.
suggestions for implementation
Retrieval practice does not have to be administered by someone else. The following steps will aid you in incorporating the learning techniques presented in this workshop:
1. Focus on the main ideas of the study content and take notes of the main ideas of the text.
2. Practice self-reflection of the material once you've completed the reading.
3. Create flash cards for yourself of the main ideas and frequently quiz yourself or have someone else quiz you.
4. Seek corrective feedback from your peers or instructor to review and strengthen the areas you may have missed (Brown et al., 2014).
1. Focus on the main ideas of the study content and take notes of the main ideas of the text.
2. Practice self-reflection of the material once you've completed the reading.
3. Create flash cards for yourself of the main ideas and frequently quiz yourself or have someone else quiz you.
4. Seek corrective feedback from your peers or instructor to review and strengthen the areas you may have missed (Brown et al., 2014).
formative assessment
Speaking of quizzes, take the short four question quiz below to test your knowledge of the information and objectives presented in this workshop:
references
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Roediger, R. (2014, April 4) How people learn. Retrieved from https://youtu.be/4tz8gVPHhFE
Roediger, R. (2014, April 4) How people learn. Retrieved from https://youtu.be/4tz8gVPHhFE