The Science of learning
professional development workshop
______________________________________
Week #2
Learning objectives
![Learning Objectives](/uploads/7/0/1/9/70199053/1005810.jpg?389)
Upon completion of this workshop, participants should be able to:
1. Name two mixed study methods.
2. Identify a visual example of varied practice.
3. List the three steps of how learning occurs.
4. Define the term “Generation”.
5. Successfully apply these objectives using the Quizlet quiz tool.
1. Name two mixed study methods.
2. Identify a visual example of varied practice.
3. List the three steps of how learning occurs.
4. Define the term “Generation”.
5. Successfully apply these objectives using the Quizlet quiz tool.
Weekly content summaries
![Chapter Three Summary - Mix Up Your Practice](/uploads/7/0/1/9/70199053/6497008.jpg?389)
Chapter Three Summary – Mix Up Your Practice
The effectiveness of Massed Practice, or the practice of studying similar groups of information at once, is a myth. Research in the classroom proves that studying is more effective when broken into separate periods of shorter studying over a period of time. Although this requires more effort, higher and longer term retention of information is the reward.
Embedding new learning in long-term memory requires periods of consolidation in which memory is strengthened, a connection to meaning is made, and a link to prior learning experiences begin to unfold.
Interleaved practice is a study mixing technique where two or more dissimilar skills or subjects are combined. While this technique requires more time and feels slower to the student, research proves that to achieve mastery of a subject, long term retention is significantly improved if the subject is studied by interleaving the information versus massing it.
Varied practice, or simultaneously studying varied information at the same time, improves the ability to transfer from one situation to the next. An example of this is a baseball player at batting practice. If a batter only practices hitting fastballs for a period of time, then curve balls for a period of time, the batter will have a degraded ability to quickly discriminate the type of pitch and transfer prior knowledge needed to successfully hit the ball. On the other hand, if the pitcher varies the pitches between fastballs, curveballs, etc. never throwing the same pitch twice in a row in practice, the batter can quickly apply the batting style needed based on previous experience at varied practice.
A significant advantage of interleaving and variation is the ability to develop discrimination skills. These skills help better assess context and discriminate problems to select and apply the corrective solution from a wide range of possibilities.
The effectiveness of Massed Practice, or the practice of studying similar groups of information at once, is a myth. Research in the classroom proves that studying is more effective when broken into separate periods of shorter studying over a period of time. Although this requires more effort, higher and longer term retention of information is the reward.
Embedding new learning in long-term memory requires periods of consolidation in which memory is strengthened, a connection to meaning is made, and a link to prior learning experiences begin to unfold.
Interleaved practice is a study mixing technique where two or more dissimilar skills or subjects are combined. While this technique requires more time and feels slower to the student, research proves that to achieve mastery of a subject, long term retention is significantly improved if the subject is studied by interleaving the information versus massing it.
Varied practice, or simultaneously studying varied information at the same time, improves the ability to transfer from one situation to the next. An example of this is a baseball player at batting practice. If a batter only practices hitting fastballs for a period of time, then curve balls for a period of time, the batter will have a degraded ability to quickly discriminate the type of pitch and transfer prior knowledge needed to successfully hit the ball. On the other hand, if the pitcher varies the pitches between fastballs, curveballs, etc. never throwing the same pitch twice in a row in practice, the batter can quickly apply the batting style needed based on previous experience at varied practice.
A significant advantage of interleaving and variation is the ability to develop discrimination skills. These skills help better assess context and discriminate problems to select and apply the corrective solution from a wide range of possibilities.
![Chapter Four Summary - Embrace Difficulties](/uploads/7/0/1/9/70199053/9045860.jpg?401)
Chapter Four Summary – Embrace Difficulties
Spacing, interleaving, mixing up practice, and other similar techniques are examples of learning that is perceived as difficult, require more effort, and slow down learning. These learning techniques are difficult and precise, but make learning stronger and more enduring. These techniques are known as desirable difficulties.
Learning occurs by encoding, consolidation, and retrieval. Encoding is the process of converting sensory perceptions into something meaningful in the brain. Consolidation is the process of strengthening these mental representations into long term memory, and retrieval is associating what we’ve learned into a set of cues that allow us to recall the knowledge later.
Recall that requires effort, like spaced practice, requires the reconstruction of a skill from long term memory. During this recall, aspects of the memory become clear, and this consolidation strengthens a connection to prior knowledge to reinforce the memory.
Through effortful practice, a set of skills form a model similar to a computer application. Retrieval practice performed at different times and in different contexts interleaves different learning experiences and links them to new associations with previous experiences, resulting in a process that strengthens the concept or skill.
Another learning strategy incorporating desirable difficulty is known as generation. Generation is the act of trying to solve a problem or answer a question before the information or solution is presented. For example, providing an answer to a fill in the blank question or writing a narrative answer to a question forces generation of the answer from memory versus selecting an answer from a set of answer choices. This generation of an answer lends itself to enduring learning which is further strengthened by corrective feedback if the answer is incorrect.
(Brown, P. C., Roediger, H. L., & McDaniel, M. A. 2014).
Spacing, interleaving, mixing up practice, and other similar techniques are examples of learning that is perceived as difficult, require more effort, and slow down learning. These learning techniques are difficult and precise, but make learning stronger and more enduring. These techniques are known as desirable difficulties.
Learning occurs by encoding, consolidation, and retrieval. Encoding is the process of converting sensory perceptions into something meaningful in the brain. Consolidation is the process of strengthening these mental representations into long term memory, and retrieval is associating what we’ve learned into a set of cues that allow us to recall the knowledge later.
Recall that requires effort, like spaced practice, requires the reconstruction of a skill from long term memory. During this recall, aspects of the memory become clear, and this consolidation strengthens a connection to prior knowledge to reinforce the memory.
Through effortful practice, a set of skills form a model similar to a computer application. Retrieval practice performed at different times and in different contexts interleaves different learning experiences and links them to new associations with previous experiences, resulting in a process that strengthens the concept or skill.
Another learning strategy incorporating desirable difficulty is known as generation. Generation is the act of trying to solve a problem or answer a question before the information or solution is presented. For example, providing an answer to a fill in the blank question or writing a narrative answer to a question forces generation of the answer from memory versus selecting an answer from a set of answer choices. This generation of an answer lends itself to enduring learning which is further strengthened by corrective feedback if the answer is incorrect.
(Brown, P. C., Roediger, H. L., & McDaniel, M. A. 2014).
![Video: Making Learning Stick](/uploads/7/0/1/9/70199053/9359043.jpg?439)
Video Overview and Summary
This week’s video is titled “Making Learning Stick – Evidence and Insights to Improve Learning and Teaching” given by Mark McDaniel at Franklin and Marshall college. In the video, McDaniel talks about the science of learning with a main theme of shared classroom experiments. He argues that to change learning habits, extensive revisions in the classroom are not necessary and talked about how massed practice, or re-reading is not effective. The presentation was presented in five parts:
1. Discourage student re-reading of notes and textbook material.
2. Engage in study activities that generate understanding of the material. Pose the question “why” and then explain. Use “write to learn” assignments. This is better than mini-copying with higher exam results.
3. Use spaced study and instruction over massed (cramming) study.
4. Intermix presentation and practice of closely related concepts so students see similarities and get practice. Mixers tend to struggle at first, but retain more and retain longer than block studiers.
5. Forge information about the difference of concepts or items across categories. Intermingling information introduces these differences.
Using the techniques of applied repeated testing and application of synthesis interaction of previously learned information will make learning enduring. Applying the above concepts in test questions versus answering low level multiple choice questions with simple answers yielded much higher test scores and significantly improved retention over time (McDaniel, M. A. , 2015).
To watch the video, go to: https://youtu.be/japP8Cr0q6g
This week’s video is titled “Making Learning Stick – Evidence and Insights to Improve Learning and Teaching” given by Mark McDaniel at Franklin and Marshall college. In the video, McDaniel talks about the science of learning with a main theme of shared classroom experiments. He argues that to change learning habits, extensive revisions in the classroom are not necessary and talked about how massed practice, or re-reading is not effective. The presentation was presented in five parts:
1. Discourage student re-reading of notes and textbook material.
2. Engage in study activities that generate understanding of the material. Pose the question “why” and then explain. Use “write to learn” assignments. This is better than mini-copying with higher exam results.
3. Use spaced study and instruction over massed (cramming) study.
4. Intermix presentation and practice of closely related concepts so students see similarities and get practice. Mixers tend to struggle at first, but retain more and retain longer than block studiers.
5. Forge information about the difference of concepts or items across categories. Intermingling information introduces these differences.
Using the techniques of applied repeated testing and application of synthesis interaction of previously learned information will make learning enduring. Applying the above concepts in test questions versus answering low level multiple choice questions with simple answers yielded much higher test scores and significantly improved retention over time (McDaniel, M. A. , 2015).
To watch the video, go to: https://youtu.be/japP8Cr0q6g
connections to field and/or discipline
![Connections to Field and/or Dicipline](/uploads/7/0/1/9/70199053/6714380.jpg?424)
As a Facility Manager, overseeing the maintenance activities of an Air Force facility the size of a large shopping mall requires knowledge of various disciplines. One of those disciplines is the mechanical cooling of facility space and its associated equipment. The knowledge of operation of large air cooled chillers is critical to ensure the facility occupants experience human comfort and mission critical equipment stays cool. Using varied practice to incorporate a set of simulated chiller failures could significantly increase reaction time, prevent equipment damage, and minimize impact to human comfort.
suggestions for implementation
![Suggestions for Implementation](/uploads/7/0/1/9/70199053/990767.jpg?406)
Spacing, interleaving, and varied practice can be incorporated in your study habits by doing the following:
1. Don't procrastinate until the last minute. Space your assignment reading in pieces throughout the assignment, taking time to reflect on each section of study.
2. Force yourself to read ahead to an unassociated section of the material. You will retain it better when you return to it again and again.
3. Mix or vary your studying. Don't just focus on one topic. Review multiple topics more than once over a period of time.
4. Quiz yourself. Do not make the quiz easy. Use applied learning in your answers versus multiple choice where the answer is in front of you. Forcing yourself to recall this information is harder, but lends itself to longer, purposeful learning.
(Brown et al., 2014).
1. Don't procrastinate until the last minute. Space your assignment reading in pieces throughout the assignment, taking time to reflect on each section of study.
2. Force yourself to read ahead to an unassociated section of the material. You will retain it better when you return to it again and again.
3. Mix or vary your studying. Don't just focus on one topic. Review multiple topics more than once over a period of time.
4. Quiz yourself. Do not make the quiz easy. Use applied learning in your answers versus multiple choice where the answer is in front of you. Forcing yourself to recall this information is harder, but lends itself to longer, purposeful learning.
(Brown et al., 2014).
formative assessment
![Formative Assessment - Flashcards](/uploads/7/0/1/9/70199053/6145555.jpg?424)
Now that you've read the week #2 content and watched the video, test your knowledge by taking the short quiz below over the 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.
McDaniel, M. A. (2015, April 8). Making Learning Stick: Evidence and Insights to Improve Teaching and Learning. Retrieved from https://youtu.be/japP8Cr0q6g
McDaniel, M. A. (2015, April 8). Making Learning Stick: Evidence and Insights to Improve Teaching and Learning. Retrieved from https://youtu.be/japP8Cr0q6g