EDT 8110: Week One
SMART Learning Objectives
At the end of this workshop, students will be able to:
- Identify a common learning strategy that empirical research has proven to be ineffective at strengthening memory.
- Define active retrieval practice.
- Define testing effect.
- Identify at least three effective active retrieval practice techniques.
- Identify at least three effective learning strategies aside from active retrieval practice techniques.
Content Summaries
Chapter 1: Learning is Misunderstood
Brown, Roediger, and McDaniel (2014) argued that empirical research has demonstrated that the most effective learning strategies (i.e., ones that strengthen memory) are actually counterintuitive and are not widely used by learners. Many learners engage in massed practice, such as rereading material and cramming for exams, as their preferred study habits. However, according to Brown et al., cognitive psychologists—or individuals who investigate the human mind and how we think and learn—have conducted numerous studies and concluded that massed practice (1) creates a false sense of knowledge in that learners mistake their familiarity with the material as them having retained and mastered the material (when they have not), and (2) is less effective than learning strategies that require more effort.
Brown et al. (2014) proposed that active retrieval practice—the practice of recalling material from memory (e.g., tests and quizzes)—helps learners identify the material they do not know and strengthens their ability to recall the material from memory at a later time. Other effective strategies, like the aforementioned active retrieval practices, that strengthen memory and require more effort than massed practice include:
Brown et al. (2014) proposed that active retrieval practice—the practice of recalling material from memory (e.g., tests and quizzes)—helps learners identify the material they do not know and strengthens their ability to recall the material from memory at a later time. Other effective strategies, like the aforementioned active retrieval practices, that strengthen memory and require more effort than massed practice include:
- Attempting to find the solution to a problem before acquiring the answer;
- Engaging in learning practices at various times, instead of cramming;
- Interleaving between related materials; and,
- Identifying the salient ideas and connecting them to prior knowledge (also known as elaborating).
Chapter 2: To Learn, Retrieve
Seventy percent of what one reads or hears is forgotten shortly thereafter (Brown, Roediger, & McDaniel, 2014). To counteract the forgetting process, Brown et al. suggested that learners can benefit from the testing effect (also known as the retrieval-practice effect)—or the strengthening of memory that results from retrieving material from memory—particularly if the retrieval practice is repeated over time. Prior research has concluded that individuals who engage in active retrieval practice (testing) retain material for a longer period of time (i.e., testing counteracts the forgetting process). In addition to testing or quizzing, other effective active retrieval practice techniques that have proven effective in the classroom include flashcards, games, reflection, and elaboration activities (Brown et al., 2014). Other factors that strengthen memory include elaboration, providing feedback on wrong answers, and using short-answer or essay questions as opposed to multiple choice and true/false questions.
Cognitive Enhancement of Education: From the Lab to the Classroom [Video]
Roediger (2014) examined a number of scenarios in which research conducted by cognitive psychologists on active retrieval practice was applied in classroom settings. Experiments in the classroom have (1) supported the benefits of the testing effect (i.e., students who engage in active retrieval practice retain more material than those students who do not); (2) demonstrated that massed practice and the drop-out method of studying (e.g., one forgoes studying material that is known to focus on material that is unknown) can aid in recalling materials in the short-term and lead to the false perception that material has been mastered, but fail to be fruitful in enhancing long-term retention; and (3) supported the claim that active retrieval practice is a desirable difficulty—a phenomenon that requires more effort but improves memory. From these experiments in the field, Roediger (2014) concluded that active retrieval practice when implemented in a classroom setting strengthens learning and memory.
Connection to Field and/or Discipline
As a self-proclaimed lifelong learner and a current student, I can make several personal connections to the information on learning provided by Brown et al. (2014) and Roediger (2014). As a student, I have experienced both the short-term benefits and long-term disadvantages of massed practice. I can recall, on more than one occasion, cramming for an exam the night before and to (thankfully) pass the exam the next day, but (regrettably) forget the material not too long afterwards. Additionally, as a student, I have also seen the advantages of spacing out my learning and elaborating upon the new knowledge I have acquired and placing the information into a larger context. For example, I can recall as a student reading about various statistical techniques for class, paying particular attention to the examples of statistical analyses provided in the readings and the context in which specific statistical techniques were utilized. A few days later, I would then think about topics that are of interest to me and attempt to identify several research hypotheses and the particular statistical techniques that would be appropriate to address them.
Suggestions for Implementation
From the information provided by Brown et al. (2014) and Roediger (2014), it is evident that there are several strategies available to learners to improve and strengthen their learning/memory. To benefit from the testing effect, it is paramount to engage in active retrieval practices, such as quizzing, testing, and using flashcards. If you are a student and the instructor is not utilizing testing as a learning tool, create flashcards from course materials for self-testing. This will aid in identifying material that is known and unknown as well as strengthening memory. Remember, the more testing the better. If you are are teacher, consider using low-stakes quizzes, perhaps at the end of each class, and be sure to provide feedback on wrong answers. In addition, engaging in interleaved and varied active retrieval practices is also recommended. Do not wait until the last minute to begin studying. Feel comfort in the fact that the more effort that is required to engage in the learning strategy the more enduring the knowledge will be.
Formative Assessment
Use the flashcards below to self-assess your knowledge of the SMART learning objectives (see above). Select the arrow buttons below the flashcard (right or left) to navigate between flashcards. Select "Click to flip" to switch between the terms and definitions.
References
- Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.
- Roediger, H. L. (2014, June 12). Cognitive enhancement of education: From the lab to the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=4tz8gVPHhFE