Does Practice Make Perfect? New Perspectives on How We Learn

Does Practice Make Perfect?New Perspectives on How We LearnMegan Segoshi, Hiram Ramirez, & Adam PatricoskiELPS 430 CurriculumMarch 17, 2015IntroductionMake It Stick by Peter C. Brown, Henry L. Roediger III, & Mark A. McDanielMegan and Adam

How We Learn by Benedict CareyHiramIn this presentation we will review the main takeaways from the two books we read, as well as relate them back to materials weve read before in class.2Pre-Test ActivityAnswer the following questions on a piece of paper:

1) What type of habits matter when trying to retain what you have learned?A) Background noiseB) EnvironmentC) Change in venueD) None of the aboveE) All of the above

2) What are the best ways to study?

Pre-Test (continued)3) Distributed Learning Theory tells us:A) cramming is badB) learning takes place if you study a little every day before an examC) Learning happens best when you study over intervals of time before an examD) Learning is an accumulation of experiences in life, and application of these experiences in learning improves understanding over timeE) None of the above

4) What is a mental model?

As we progress through the presentation, check your answers against the presentation material!

RetentionContext ResearchOban experiment (Environment)Background musicInternal and external cuesChange of venue Context Research Context matters (moods, movement, and background music) Oban experiment = underwater learning content (environment) Background music = music weaves itself subconsciously into the fabric of stored memory (cue up the same music, and more of those words are likely to resurface) Having something on in the study environment, like music, is better than nothing Internal and external cues can be good reminders, but they pale next to strong hints Change in venue (setting) improves retrieval strength (because your mind is able to pull content from multiple settings instead of the one space you used to study since you cannot really replicate your study space during the exam Were better off varying the circumstances in which we prepare

5How Does Learning Actually Occur?Encoding: Conversation of perceptions into chemical and electrical representations (much we dont know about the physical changes)Consolidation: Strengthening of representations for long-term memory (occurs deep in the brain and help memories become stable)Retrieval: Process of making memories durable. Requires:Recoding and consolidation from short to long-term memoryAssociating material with cues to allow for later recallConsolidation connects representations to other knowledge in long-term memoryRetrieval more of a result of other actions as opposed to a concrete step in learning6Retrieval & ReflectionTesting as retrieval vs. dipstick measureHighlights what we do and do not knowPromotes recall and building mental connections (stronger memory)Proven more effective than re-reading (ex. Flashcards)Reflection also promotes retrieval and generationTaken together, both tools:Help to identify patterns and rulesStrengthen ability to apply knowledge in new situations (elaboration)Testing effect/Retrieval practicePower of forgettingForget to Learn theory

Testing as retrieval works in all areas of learning

Bjorks desirable difficulty principle = the harder your brain has to work to dig out a memory, the greater the increase in learning (retrieval and storage strength)

Testing = is studying, of a different and powerful kind Testing effect = each test was an additional study session Called Retrieval practice = self-examination is more effective than straight studying, once familiar with the materials The act of guessing engaged your mind in a different and more demanding way than straight memorization did, deepening the imprint of the correct answers Pre-test drive home the information in a way that studying-as-usual does not

Power of Forgetting Forgetting = allows the brain to focus, enabling sought-after facts to pop to mind A passive process of decay but also an active one, of filtering = works to block distracting information to clear away useless clutter Forget to Learn Theory Any memory has two strengths; (1) storage strength (a measure of how well learning something is), (2) retrieval strength (a measure of how easily a nugget of information comes to mind) The harder we have to work to retrieve a memory, the greater the subsequent spike in retrieval and storage strength (learning)

7PracticingMassed Practice (aka cramming)Spaced Practice: time between practice allows for deeper understanding (consolidation)Interleaved practice: skipping from lesson 1 to 5 to 2 to 7Varied Practice: bean-bag exampleDiscrimination: factual knowledge happens at a lower level of learning than conceptual practice

Learning is stronger when we can relate to it!Massed practice: gives us the illusion of having learned moreSpaced practice: time between practice allows for deeper understandingInterleaved practice: Frustrating for both students and teachers, but research shows to be beneficialVaried practice: practicing different skills uses more of you brain; people who only practiced one skill (i.e. the 3 ft bag) showed less development and performed worseDiscrimination: Art history example; people often think understanding facts is better, but this is proven to be not trueDiscussion question: Do you practice these methods? Do you have examples of when they have or havent worked for you?

Refer back to pre-test question

8Practicing (continued)FluencyBjorks Desirable Difficulty PrincipleRecitationDistributed learning: Optimal Interval Ranges for Studying

Bjorks desirable difficulty principle = the harder your brain has to work to dig out a memory, the greater the increase in learning (retrieval and storage strength)

Distributed learning = youre not working any harder but you remember more for longer

9Problem-SolvingStages of Control1: Preparation2: Incubation3: Illumination4: VerificationMaiers ExperimentPercolationPhase 1: InitiationPhase 2: GatheringPhase 3: SynthesisZeigarnik Effect

Steps of Control (series of mental steps we go through when problem solving) 1st stage = preparation Time (hours, days, or longer) on a specific logical or creative knot When stuck, stop working on problem 2nd stage = incubation Deliberately not thinking about problem A type of internal reorganization of the information seems to be going on without the individual being directly aware of it Mind works on the problem off-line = subconscious 3rd stage = illumination The aha! Moment The moment when the clouds part and the solution appears all at once 4th stage = verification Checking to make sure those results work

Maiers experiment Showed that incubating brain is sensitive to any information in the environment that might be relevant to a solution Percolation Long-term cumulative process (same as incubation, but incubation is short-term) Strategy for creative projects = building something that was not there before, whether its a term paper, robot, an orchestral piece, or some other labyrinthine project 3 Phases Phase 1 = it initiates Phase 2 = period of gathering string of causal data collecting Phase 3 = listening to what I think about all those incoming bits and pieces Break big projects into pieces over time = allows for percolation to take place

Zeigarnik Effect = Interruptions When you are interrupted during study, on average you will remember more The interrupted to unfinished Maximize the effect of interruption on memory by stopping people at the moment when they were most engrossed in their work Being interrupted at the worst time seemed to extend memory the longest

10Problematizing Learning StylesEven though we all preferred ways to learn new material, we dont necessarily learn better when the mode of presentation matches our preferred style.Research on learning styles does not validate the claim that they really exist, and some research flatly contradicts it.What is important is that the method of instruction matches up with the material being taught, regardless of who the students are.What is your reaction to this finding? What implications does this have for structuring curriculum?

11Creating a Mental ModelFacilitated by the EncodingConsolidationRetrieval processDefined as deeply entrenched and highly efficient skills, like habits, that can be adapted and applied in varied circumstances.Knowledge vs. Know-How

The goal is to create a framework for active use of knowledge. Knowledge is not static.Tools for Calibrating your JudgmentPeer InstructionCuesFeedbackWorking in teamsMnemonic devices (mental models)Consistent w/ previous course readings

13Some Other ThoughtsAlmost every single example of learning and real-life stories feature men in stereotypically masculine roles; only three womens stories are featuredThe authors of Make It Stick make no reference to identity in any way race, gender, sexual orientation nothing!This is likely to cater to a broad audience; however, by disregarding identity and context in nearly every example, they are defaulting White, cis-gender, male, heterosexual, Christian (etc. etc.) norms.Akin to taking a colorblind approachConsider the perspectives of the authors, since both primary authors are not researchers.

Where do we go from here?What are the implications for the future of education?ReferencesBrown, P.C., Roediger III, H.L., McDaniel, M.A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press of Harvard University.Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens. New York, NY: Random House.