Went to a faculty presession on this topic. Four folks who have attended a reading group on the book Make It Stick and who have begun implementing the ideas.
These are the main points they had up on the PowerPoint:
(with my comments and questions in parentheses)
Not all practice is equal.
Mix up your practice.
Embrace difficulties.
Avoid illusions of mastery. (Don’t just read again and again.)
When the mind has to work, learning sticks better.
Don’t rely on what feels best.
Effortful learning changes the brain.
Making mistakes and correcting them advances learning.
Learning is hard.
It’s not what you know but how you practice.
Learning is stronger when it matters. (How do you make it clear that it matters?)
Use testing as a tool for learning.
Delayed, detailed feedback yields better long-term learning. (How do you get the students to read this? Or do you do something else?)
Sleeping between study sessions improves retention.
Reflection is a form of retrieval practice.
To learn, retrieve.
Design the work the students do, not what your lectures are going to say.
Errors are important and integral to the process of learning.
These are my notes on their talks:
Not going to fix everything you’ve ever taught. Book about learning. Start with understanding how students learn. Lots of studies included in this book. Lots of data.
We are practitioners.
Not all practice is equal.
Lots of folks cram. Evidence shows cramming works, but not in the way you want it to. Students who cram retain 50% of information 2 days later. It is not a long-term solution.
A lot of the practices we use are ineffective.
One that doesn’t help is re-reading.
Re-reading is inefficient AND counterproductive.
When we re-read, we develop an illusion of mastery.
Active methods of studying.
Cornell method for notetaking… not simply underlining, but interpreting them—putting them into your own words.
The people who practiced once a week (not all in one day) were far better.
How to implement? Most people go over the syllabus on the first day; emphasize the most important parts. Second day have a quiz on syllabus. Then come back and have a quiz again.
Learning: acquiring knowledge and skills that are readily available from memory so that you have them to use in future situations
Learning requires a core reservoir of information (memory). You still have to have a repository of info.
Learning is an acquired skill.
Most effective strategies are often counterintuitive.
Focus on what the students are doing—rather than what you are going to say.
Is our goal that the students know the material long term? Often that’s not what happens. We test what they know over x and then we go on to next chapter.
We said “here’s the book and we’re messing with you”…
One example of many practices we changed:
Changed our reading guides to something like Cornell notetaking… lot more reflective…
For retention, there is a level of difficulty.
Quick/fast/easy learning dissipates.
NYTimes article on importance of memorization. Comments… interesting. Memorization is okay; we need that.
Without the memorization, there is no foundation of prior knowledge. You’ll have to learn vocabulary words for a new language. You can’t start building a building from the third floor.
Techniques: retrieval practice
Repetition doesn’t necessarily lead to long-term retention.
Quiz yourself. If students don’t quiz themselves, they overestimate how well they know the materials. Going through and retrieving the information “interrupts forgetting.” Act of retrieving changes memory itself and makes it easier to retrieve.
When mind has to work, the learning sticks better. “Just enough time to begin forgetting” and then reinforce again.
How long should I space out the practice? Long enough to begin the forgetting process.
Sleep on it. Take a nap.
Rather than mass cramming, practicing before class, space it over a week –look at their names 2-3 times a day.
Flash cards.
Quizlet—online resource to create quizzes
Low stakes quizzing helps the students significantly.
We create a quizlet that the students put together over learning each other’s names.
Canvas is marvelous when it comes to quizzing.
Maybe you don’t want to do the same thing over and over again…
Varied practice is one of the foci of the book.
You need to have a variety of tasks that your brain is doing. That helps with the little bit of forgetting, come back to it, repeat…
8 year olds, throwing beanbags into bucket—practiced 12 weeks
How would you teach mastery of this?
One group never threw the beanbags into 3 ft… They’d have 2 and 4 ft buckets.
The people who had never thrown a 3 ft shot beat the pants off the people who only practiced that.
We transitioned from presentation/lecture and then quiz.
We have introduction at end of class.
Then they read.
Then next class we give rest of discussion.
Here’s where we were, here’s where we are going, and here’s what we are doing today.
When we try to solve a problem, we feel uncomfortable if we haven’t seen how to do it. Trial and error. If you pose the problem before you explain, and they work on… They start trying to connect to things they do know. They learn more from the fresh thing (the effort), even if they make errors. In the process they have learned and changed their memory.
We must provide corrective feedback.
Errors are important and integral to the process of learning.
Talk about: Learning should be difficult. Making errors is important/good.
Before everyone failed. Then talked about learning difficult. Next time, the group who had that discussion succeeded, while the others did not.
Babies fall down all the time. You’ve made hundreds, thousands of errors—but now you can walk.
“The better you know something the more difficult it becomes to teach it.”
Students don’t have models or they are faulty.
But we do want them to get to the point where they have mental models.
Why does it matter? We have to up the significance of what we are doing.
Why is it important? Explain the so what. Put it in a bigger context.
How do you respond to failure on an exam? If whole class did poorly…
Think about our assessments and what we are trying to accomplish with those.
Performance goals = goals that validate what student knows
Learning goals = goals that see what students have learned/are learning
The authors says it’s all about us. If the readings were interesting, the students would be there.
