The Science of learning
professional development workshop
______________________________________
Week #4
Learning objectives
![Learning Objectives - Arrows hitting a target](/uploads/7/0/1/9/70199053/4448387.jpg?346)
Upon completion of this workshop, participants should be able to:
1. Know the difference between self-quizzing and reflection.
2. Identify the concept of elaboration in a multiple choice format.
3. Define the term Reflection.
4. Apply the concept of generation by answering a written question without a selection of given answers.
1. Know the difference between self-quizzing and reflection.
2. Identify the concept of elaboration in a multiple choice format.
3. Define the term Reflection.
4. Apply the concept of generation by answering a written question without a selection of given answers.
Weekly content summaries
![Lifelong Learners](/uploads/7/0/1/9/70199053/4171912.jpg?349)
Chapter Seven Summary –
Increase Your Abilities
Learning as a lifelong endeavor is a matter of choice. The brain’s ability to change and increase intelligence levels throughout life can be achieved by applying cognitive strategies to get the most out of mental ability. The lifelong process of learning is a phenomenon known as “Neurogenesis”. Although brain growth, or synapses, peak around the age of two and plateaus around the time of puberty, the part of the brain known as the hippocampus, where learning and memory is consolidated, has the ability to generate new neurons throughout our lives.
It is thought that practicing intense memory exercises and games known as “brain training” can increase our intelligence. But do they really work? No. While these exercises may improve memory confidence, they do very little to improve intelligence.
There are cognitive multipliers that can improve intelligence that include adopting a growth mindset, using deliberate practice, and employing memory cues. A growth mindset is when one believes their intellectual ability is not fixed, but can be constantly improved and is within one’s own control. The opposite of this is a fixed mindset, where one believes their intellectual ability is fixed from birth and cannot be improved. Deliberate practice is different than practice; a person who uses deliberate practice does so to stimulate memory in a goal oriented and solitary fashion. Memory cues involves techniques such as creating a “memory palace” where mental images associated with physical locations are combined to create memory. Another memory cue is known as a “rhyme scheme”. An example of a rhyme scheme is the classic way to remember how many days are in a month: Thirty days hath September, April, June, and November. All the rest have thirty-one, except February which has twenty-eight.
Effort retrieval challenges the brain and our intellectual abilities are not fixed by IQ. Lifelong learning is a choice that can be obtained through persistence, self-discipline and hard work (Brown, P. C., Roediger, H. L., & McDaniel, M. A., 2014).
Increase Your Abilities
Learning as a lifelong endeavor is a matter of choice. The brain’s ability to change and increase intelligence levels throughout life can be achieved by applying cognitive strategies to get the most out of mental ability. The lifelong process of learning is a phenomenon known as “Neurogenesis”. Although brain growth, or synapses, peak around the age of two and plateaus around the time of puberty, the part of the brain known as the hippocampus, where learning and memory is consolidated, has the ability to generate new neurons throughout our lives.
It is thought that practicing intense memory exercises and games known as “brain training” can increase our intelligence. But do they really work? No. While these exercises may improve memory confidence, they do very little to improve intelligence.
There are cognitive multipliers that can improve intelligence that include adopting a growth mindset, using deliberate practice, and employing memory cues. A growth mindset is when one believes their intellectual ability is not fixed, but can be constantly improved and is within one’s own control. The opposite of this is a fixed mindset, where one believes their intellectual ability is fixed from birth and cannot be improved. Deliberate practice is different than practice; a person who uses deliberate practice does so to stimulate memory in a goal oriented and solitary fashion. Memory cues involves techniques such as creating a “memory palace” where mental images associated with physical locations are combined to create memory. Another memory cue is known as a “rhyme scheme”. An example of a rhyme scheme is the classic way to remember how many days are in a month: Thirty days hath September, April, June, and November. All the rest have thirty-one, except February which has twenty-eight.
Effort retrieval challenges the brain and our intellectual abilities are not fixed by IQ. Lifelong learning is a choice that can be obtained through persistence, self-discipline and hard work (Brown, P. C., Roediger, H. L., & McDaniel, M. A., 2014).
![Female student studying](/uploads/7/0/1/9/70199053/4068236.jpg?354)
Chapter Eight Summary –
Make it Stick
Whatever one chooses to become or do in life, mastering the art of continuous lifelong learning will help achieve those goals. To review the skills needed to achieve lifelong learning the following learning tips are presented and apply to learners of all kinds, from students, lifelong learners, teachers and trainers:
Tips for Students and Lifelong Learners
Take charge of your own learning. It’s not easy, but intellectual ability lies within your own control. Practice these study strategies:
1. Practice retrieval of new learning from memory. Use self-quizzing which is proven more effective than additional reading. Restudying after failing to remember something results in stronger learning.
2. Space out interval practice by studying something more than once in a spaced fashion. Avoid mass practice (practice, practice, practice). This method feels productive, but it is not for long term learning. Spaced interval practice forces learning from long term memory and strengthens mastery.
3. Interleaved studying of different problem types by mixing different subjects or skills when studying. This helps discriminate between different problem types.
4. Elaboration improves learning new material by adding additional meaning. This is done by explaining the topic in your own words or explaining the information to someone else after initially learning it.
5. Generation is attempting to answer a question before being shown an answer and improves learning my forcing the application of learned material from memory.
6. Reflection is a combination of retrieval practice and elaboration. This involves mentally reviewing or reflecting on what was learned and asking yourself questions like, “Will this work?”, “How can I apply this?”, or “What could be improved?”
7. Calibration is applying what is known and not known about a subject against objective outside feedback.
8. Mnemonic, or memory devices, like word or location association is a form of retrieval practice that act as tricks to aid in memory retrieval.
Tips for Teachers
1. Explain to students how learning works.
2. Teach students how to study.
3. Create desirable difficulties such as frequent quizzing. Incorporate study tools like elaboration, generation, and retrieval practice.
4. Be transparent – explain to students why using desirable difficulties helps them learn.
In conclusion, the responsibility of learning is in our control and lies within all of us.The tools presented in this chapter can be put to use by anyone and free of cost.The benefits of using these tools are both real and long lasting (Brown et al., 2014).
Make it Stick
Whatever one chooses to become or do in life, mastering the art of continuous lifelong learning will help achieve those goals. To review the skills needed to achieve lifelong learning the following learning tips are presented and apply to learners of all kinds, from students, lifelong learners, teachers and trainers:
Tips for Students and Lifelong Learners
Take charge of your own learning. It’s not easy, but intellectual ability lies within your own control. Practice these study strategies:
1. Practice retrieval of new learning from memory. Use self-quizzing which is proven more effective than additional reading. Restudying after failing to remember something results in stronger learning.
2. Space out interval practice by studying something more than once in a spaced fashion. Avoid mass practice (practice, practice, practice). This method feels productive, but it is not for long term learning. Spaced interval practice forces learning from long term memory and strengthens mastery.
3. Interleaved studying of different problem types by mixing different subjects or skills when studying. This helps discriminate between different problem types.
4. Elaboration improves learning new material by adding additional meaning. This is done by explaining the topic in your own words or explaining the information to someone else after initially learning it.
5. Generation is attempting to answer a question before being shown an answer and improves learning my forcing the application of learned material from memory.
6. Reflection is a combination of retrieval practice and elaboration. This involves mentally reviewing or reflecting on what was learned and asking yourself questions like, “Will this work?”, “How can I apply this?”, or “What could be improved?”
7. Calibration is applying what is known and not known about a subject against objective outside feedback.
8. Mnemonic, or memory devices, like word or location association is a form of retrieval practice that act as tricks to aid in memory retrieval.
Tips for Teachers
1. Explain to students how learning works.
2. Teach students how to study.
3. Create desirable difficulties such as frequent quizzing. Incorporate study tools like elaboration, generation, and retrieval practice.
4. Be transparent – explain to students why using desirable difficulties helps them learn.
In conclusion, the responsibility of learning is in our control and lies within all of us.The tools presented in this chapter can be put to use by anyone and free of cost.The benefits of using these tools are both real and long lasting (Brown et al., 2014).
![A photo of Dr. Carol Dweck](/uploads/7/0/1/9/70199053/3670078.jpg?352)
Video Overview and Summary: Mindset – The New Psychology of Success by Dr. Carol Dweck
In this video, Dr. Dweck (2013) talks about the difference between a fixed mindset and a growth mindset as it relates to lifelong learning. A fixed mindset is the belief that one was born with all of the skills and abilities they will ever have and cannot learn anything new. A growth mindset is the belief that abilities can be developed through practice and dedication. Those with this mindset are generally ones who stay engaged in lifelong learning. In fact, those with the growth mindset care more about learning than grades received.
Children who are given ability praise that they “work really hard” have the ability to work through difficult situations versus those who are told “you’re really smart” because being told this puts those children in a fixed mindset. When faced with difficult tasks, they become unhappy and disengaged. Through growth mindset training, children are shown to be happier, have lower stress, less depression, and increased health than those who did not receive growth mindset training.
To view the video, click here: https://www.youtube.com/watch?v=QGvR_0mNpWM
In this video, Dr. Dweck (2013) talks about the difference between a fixed mindset and a growth mindset as it relates to lifelong learning. A fixed mindset is the belief that one was born with all of the skills and abilities they will ever have and cannot learn anything new. A growth mindset is the belief that abilities can be developed through practice and dedication. Those with this mindset are generally ones who stay engaged in lifelong learning. In fact, those with the growth mindset care more about learning than grades received.
Children who are given ability praise that they “work really hard” have the ability to work through difficult situations versus those who are told “you’re really smart” because being told this puts those children in a fixed mindset. When faced with difficult tasks, they become unhappy and disengaged. Through growth mindset training, children are shown to be happier, have lower stress, less depression, and increased health than those who did not receive growth mindset training.
To view the video, click here: https://www.youtube.com/watch?v=QGvR_0mNpWM
![A student using flashcards](/uploads/7/0/1/9/70199053/4986047.jpg?349)
Article: How to Use Retrieval Practice to Improve Learning
by Pooja Agarwal, Henry Roediger, Mark McDaniel, & Kathleen McDermott
Retrieval practice focuses on the concept of getting information out of student’s heads versus getting it in. Retrieval practice is a strategy of deliberately extracting information from our brains to examine what is known. By forcing ourselves to recall information, learning is reinforced and gaps in memory are filled. Retrieval should be used as a learning strategy, not as a form of assessment. Retrieval practice is a much more potent form of learning than note taking or re-reading material.
How does retrieval practice work? Learning something new quickly and easily does not mean it will be remembered in the long term. Because retrieval practice requires effort, if feels awkward and wrong. The opposite is true. The harder information is to retrieve, the stronger the long term learning. This is because we force ourselves to retrieve information and fill in the missing pieces. Slow, effortful retrieval lends itself to long term retention. Retrieval practice also improves complex thinking, application, and transfer of knowledge to various concepts.
Retrieval practice is applicable at all education levels, subject areas, and to students of any age. It can be implemented by using colored flash cards or having students write down everything they remember at the end of a class. Retrieval practice does not require teachers to change their textbooks, teaching style, or time spent teaching, and makes more efficient use of classroom time (Agarwal, Roediger, McDaniel & McDermott, 2013).
by Pooja Agarwal, Henry Roediger, Mark McDaniel, & Kathleen McDermott
Retrieval practice focuses on the concept of getting information out of student’s heads versus getting it in. Retrieval practice is a strategy of deliberately extracting information from our brains to examine what is known. By forcing ourselves to recall information, learning is reinforced and gaps in memory are filled. Retrieval should be used as a learning strategy, not as a form of assessment. Retrieval practice is a much more potent form of learning than note taking or re-reading material.
How does retrieval practice work? Learning something new quickly and easily does not mean it will be remembered in the long term. Because retrieval practice requires effort, if feels awkward and wrong. The opposite is true. The harder information is to retrieve, the stronger the long term learning. This is because we force ourselves to retrieve information and fill in the missing pieces. Slow, effortful retrieval lends itself to long term retention. Retrieval practice also improves complex thinking, application, and transfer of knowledge to various concepts.
Retrieval practice is applicable at all education levels, subject areas, and to students of any age. It can be implemented by using colored flash cards or having students write down everything they remember at the end of a class. Retrieval practice does not require teachers to change their textbooks, teaching style, or time spent teaching, and makes more efficient use of classroom time (Agarwal, Roediger, McDaniel & McDermott, 2013).
connections to field and/or discipline
![Adult continuing education](/uploads/7/0/1/9/70199053/1286195.jpg?339)
Organizational leaders, managers, and direct supervisors have a vested interested in ensuring the continued intellectual growth of their workforce. A workforce that is stagnant and demonstrates a fixed mindset over growth mindset will not evolve in an ever changing world. The refusal to learn new concepts will stifle organizational growth. Managers and supervisors can stimulate a growth mindset by making continued education a part of each employee’s annual performance objectives. To make this palatable for an employee who is resistant to change, leaders should teach their subordinates the tips and strategies used by lifelong learners as part of the employee’s continuing education (Brown, 2014).
suggestions for implementation
![Adult continuing education workshop](/uploads/7/0/1/9/70199053/3719350.jpg?333)
The tips and tricks needed to achieve lifelong learning summarized in Chapter 8, Make it Stick (Brown, 2014), would be an excellent workshop for students and adults alike. Each tip could be created into a block of instruction where the concept is taught, and then exercised and applied in real-time. For example, have the workshop participants study a short article, then use retrieval practice to have the participants use low stakes quizzing to demonstrate mastery of the information presented in the article. Make the workshop interactive allowing students to give each other objective feedback, missed content, perform and share reflection, and create Mnemonic (memory devices) as a group to enhance enduring learning.
formative assessment
![Woman taking a test](/uploads/7/0/1/9/70199053/5607454.jpg?335)
This week’s formative feedback uses Quizlet Test. To begin, simply follow the instructions below. The questions are designed to apply the learning objectives stated at the beginning of the workshop.
references
Agarwal, P.K., McDaniel, M.A., McDermott, K.B., & Roediger, H.L. (2013). How to use retrieval practice to improve learning. Washington University in St. Louis.
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Dweck, C. (2013, October 20). Mindset – The new psychology of success. Retrieved from: https://www.youtube.com/watch?v=QGvR_0mNpWM
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Dweck, C. (2013, October 20). Mindset – The new psychology of success. Retrieved from: https://www.youtube.com/watch?v=QGvR_0mNpWM