EDT 8110: Week Two
SMART Learning Objectives
![Goal](/uploads/5/9/0/5/59058949/5965216.jpg?261)
At the end of this workshop, students will be able to:
- Identify at least three practice techniques that when used interchangeably strengthen learning and memory.
- Define conceptual learning.
- Define discrimination skills.
- Identify the three-step process to learning.
- Define reconsolidation.
- Define mental model.
Content Summaries
Chapter 3: Mix Up Your Practice
![Mix it up](/uploads/5/9/0/5/59058949/1312145.jpg?262)
Massed practice (e.g., cramming, rereading, etc.) feels productive because the acquisition of new knowledge is quickly and momentarily achieved; yet, empirical research has demonstrated that knowledge gained from massed practice is not retained by learners in the long run (Brown, Roediger, & McDaniel, 2014). To commit new material to long-term memory, Brown, Roediger, and McDaniel (2014) proposed that learners engage interchangeably in the following learning strategies that have been proven to strengthen memory: (1) active retrieval practice (e.g., quizzing, testing, etc.); (2) spaced practice—or learning in intervals, leaving enough time between intervals so that some forgetting can occur; (3) interleaved practice—or interweaving new learning among two or more subjects; (4) varied practice—or intermixing between multiple perspectives or approaches to learn a new knowledge or skill; (5) reflection; and (6) elaboration. According to Brown et al., learners who utilize a mixture of these learning strategies can acquire conceptual learning—a higher level of learning that requires a holistic comprehension of how various factors are interrelated and function as a whole—and discrimination skills—or the ability to identify and discern the appropriate solution from a multitude of options.
Chapter 4: Embrace Difficulties
![Perseverance](/uploads/5/9/0/5/59058949/905881.jpg?270)
Brown et al. (2014) described three steps to learning: (1) encoding—or creating memory traces of new information in one's short-term memory; (2) consolidation—or strengthening memory traces by connecting them to prior knowledge; and (3) retrieval—or the process of recoding memory traces from short-term memory to long-term memory by establishing retrieval cues. Whereas massed practice will commit new knowledge to short-term memory with relative ease; those learning strategies that require more effort—often referred to as desirable difficulties (e.g., spaced practice, interleaved practice, varied practice, generative learning [or attempting to solve a problem rather than learning the answer], etc.)—will engage learners in the processes of consolidation and, thus, commit new knowledge to long-term memory (Brown et al., 2014). By engaging in retrieval periodically, learners also engage in reconsolidation—or the process of updating memory traces with new retrieval cues and connecting knowledge to more recent learning. With enough retrieval practice over time, learners can take related knowledge that has been committed to long-term memory and combine them into a mental model—or a set of ideas or skills that can be adapted and applied to future settings or various contexts (Brown et al., 2014). According to Brown et al., by engaging in learning that requires more effort (those desirable difficulties), learners will acquire conceptual learning, discrimination skills, and mastery over their field of study.
Making Learning Stick: Evidence and Insights to Improve Teaching and Learning [Video]
![Thumbs up](/uploads/5/9/0/5/59058949/9905156.jpg?252)
Based on findings from both laboratory and classroom experiments, McDaniel (2015) offered five suggestions for both teachers and students on how to improve learning. First, massed practice, like rereading, should be discouraged. Research has demonstrated that massed practice is not an effective method for increasing long-term retention, and students’ familiarity with material is often mistaken for mastery of material. Second, students should be encouraged to generate understanding through retrieval practice. For example, McDaniel (2015) recommended students engage in self-explanation activities which require they recall material using their own words. Third, both instruction and studying should be spaced. For example, material taught in one day can be spread out over multiple days (McDaniel, 2015). Fourth, teachers should interleave the instruction of closely related materials (as opposed to blocked instruction). Lastly, instructors and students should be begin to use testing as a learning tool. McDaniel (2015) suggested teachers offer low-stakes quizzes and students engage in self-testing to promote active retrieval.
Connection to Field and/or Discipline
![Studying](/uploads/5/9/0/5/59058949/5206654.jpg?239)
I can make several personal connections to much of the material on learning discussed by Brown et al. (2014) and McDaniel (2015). As a student, I believe I have experienced the benefits of engaging in many of the learning practices that Brown et al. (2014) described as desirable difficulties, particularly spacing and interleaving. I have found that when I approach studying material in a coordinated and spaced manner as opposed to massed practice, I feel as though I am able to recall the new knowledge with more ease. At the same time, I am able to make connections to other, related concepts and inherently interleave material. Through interleaving, I do believe I am able to comprehend related materials in a larger context. Similar to McDaniel’s (2015) recommendation for engaging in retrieval practice, I too have also self-tested my knowledge of new material by attempting to recall the information using my own words.
Suggestions for Implementation
![Idea](/uploads/5/9/0/5/59058949/6554568.jpg?175)
The learning strategies outlined by Brown et al. (2014) and McDaniel (2015) can be implemented in a variety of ways. For example, as suggested by McDaniel (2015), teachers can engage students in active retrieval practices, such as low-stakes quizzing and self-explanation exercises, while also giving students corrective feedback to wrong answers. Similarly, students can engage in self-testing by using flashcards and explaining new material in their own words. McDaniel (2015) mentioned that one student would recall and recite newly acquired material to a blank wall! Teachers can also interleave and space out related materials to foster students’ conceptual learning and discrimination skills. Similarly, teachers can engage students in generative learning by asking students to try and solve a problem before giving them the correct solution. Learners can also engage in reflection to learn from their own experiences.
Formative Assessment
Use the quiz below to self-assess your knowledge of the SMART learning objectives (see above). Type the answer to each item in the space provided and then select "Answer." If you do not know the answer, select "Don't know" to view the correct answer. You may retake the quiz at any time by selecting "Start Over."
References
- Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.
- McDaniel, M. (2015, April 8). Making learning stick: Evidence and insights to improve teaching and learning [Video file]. Retrieved from https://www.youtube.com/watch?v=japP8Cr0q6g