Learning to Learn Flashcards
1
Q
distributed practice
A
- distribute your practice across time - say 3 weeks before the exam
- study the same material over and over again
- insures you are going to remember for a much longer period of time
2
Q
retreival practice
A
What is it?
- recalling from memory the content
- active retrieval is an effective but undervalued strategy for promoting meaningful learning.
Why is it important?
- learning is fundamentally about retrieval
- practicing retrieval while studying is crucial to learning
- research shows retrieval practice to be the best tool for learning and long-term retention
- notes should be taken in a way that supports retrieval practice
In comparison to other popular methods of learning?
- time spent re-reading or reviewing notes is much better spent practicing retrieval
- retrieval practice is far better than elaborative study
- educators and educational tool creators need to keep this in mind as we create learning tools and evaluate educational practices.
3
Q
elaborative studying
A
- the focus of getting things “in memory”
- techniques that encourage students to elaborate on material are popular
- practicing retrieval is a more effective strategy than engaging in elaborative study
4
Q
concept mapping
A
What is it?
- a diagram that depicts relationships between concepts, ideas, images, words
- helps to organize and structure knowledge
- a tool to increase meaningful learning
In comparison to other learing methods?
- not as effective as retrieval learning
In comparison to other mapping?
- mind map reflects what you think about a single topic - focus group brainstorming
- concept map are more free form and may contain multiple hubs and clusters
5
Q
Several people studying the field of learning…
A
- Bob Bjork -
- John Dunlosky -
- Nate Kornell -
6
Q
Why do we continue to rely on uneffective learning tools?
(cramming, re-reading)
A
- fluency - mistaking the ease of the material going down as learning
- cramming gets results short-term.
7
Q
best learning practices
A
Best practices
- take notes like an encoder not a court stenographer
- stop and summarize, ask questions
- “input less and output more”
- link & hook new information to what you already know, everyday experiences, other fields etc.
- test your self, test with a friend
- spacing - switch to something else and then come back to it
- distribute practice of same material over time
Most successful strategy for learning and memory
- interleaving
- retreival
- distributed practice
Avoid:
- massing
- cramming
- re-reading
- illusion of learing
8
Q
how memory and learning works:
A
How memory and learning works:
- retrieval speeds up retrieval (recall)
- storage begets more storage
- scaffolding - the more knowledge in a domain the more ways to link and hook
9
Q
spacing effect
A
what
- study a few times spaced over a long time span
- switch from one subject to the next, then come back to it
benefits:
- better time
- better retention
- can lead to a doubling of your recall
10
Q
sage on stage
A
- tradition format for HS and HED classes
- professor stands at the front of the class and professes
- students feverishly take notes like court stenographers
Loss:
- no opportunity to engage with the material
- no learn by doing
11
Q
desirable difficulty
A
What
- difficulty - create challenges, a sense of difficulty during the aquiring process
- desirable - increases the long-term retention and transfer
Suggestions
- vary the conditions of learning and practice rather than constant and predictable
- use presentation as learing, reducing tests
- interleving things to be practiced rather than blocking practice
- optimize what will help you recall and use information later
Avoid - all associated with very poor long-term learning
- confusing performance during the process as evidence of learing
- mass practice
- continuous feedback
- keeping conditions constant and predictable
- “if it feels easy you are probably doing it wrong”
12
Q
- Bob Bjork
A
- Bob Bjork thinks about learning.
- a mind works like scaffolding structure
- “its never been more important to know how to learn”
- can people become effective stewards of their own learning?
- learning is the ultimate sort of survival skill
13
Q
interleving
A
mixing up subjects rather then bundling
14
Q
spacing
A
spacing out study over time
15
Q
retrieval
A
the act of trying to recall information from memory
