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455 reviews for:
Make It Stick: The Science of Successful Learning
Mark A. McDaniel, Peter C. Brown, Henry L. Roediger III
4.05 AVERAGE
455 reviews for:
Make It Stick: The Science of Successful Learning
Mark A. McDaniel, Peter C. Brown, Henry L. Roediger III
4.05 AVERAGE
Super insightful and gave me such a helpful perspective to what study techniques are mythical versus empirically proven. Used many interesting real-world examples of real people across all industries making it work.
informative
reflective
slow-paced
informative
inspiring
reflective
slow-paced
For those of us in the education field, this is a keeper. Learning strategies are explained and elaborated upon, with the research base to support all of the strategies.
The strategies like retrieval practice, interleaved practice, reflection, and generative learning, are just some of the examples that are discussed and detailed in this text. In addition, the authors gave many examples of how these strategies were used in schools, training programs, and businesses.
Of note, is the fact that this is a practical book that provides usable ideas that can be used both for oneself as well as students or trainees.
The strategies like retrieval practice, interleaved practice, reflection, and generative learning, are just some of the examples that are discussed and detailed in this text. In addition, the authors gave many examples of how these strategies were used in schools, training programs, and businesses.
Of note, is the fact that this is a practical book that provides usable ideas that can be used both for oneself as well as students or trainees.
informative
medium-paced
informative
reflective
medium-paced
informative
reflective
medium-paced
Wow, this was a great book to listen to, though I think I tuned out a bit towards the last 3rd because it seemed to be getting redundant and going on with examples that didn't relate to my life. Not that that's the issue of the book, but it was more so the issue of me being unable to focus on listening to the book because I'm occupied with the tasks I'm physically doing while I'm listening to it.
But based on what I did hear, I would have to say that the Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel make excellent valid points about how to be better at learning new things and they use anecdotes combined with research analysis to support their claims. Essentially, being better at learning requires us to practice at recalling and retrieving information. In other words, we learn when we can retain information and force ourselves to do so through hard effort because that effort helps our brains remember more.
At first I was a little uncomfortable with that idea. It's not easy to sit with the thought that I have to strain myself to remember things, but the more I did think about it, the more it made sense. If we simply just re-read information to quickly cram or study for something, it is much easier to lose that information afterwards. This is why I can't remember any of the math I did after I studied and passed for the exams.
There's a lot of helpful tips and advice that these guys offer. For example, the idea of interleaving subjects to study rather than studying one subject at a time helps the brain reach for the information of each subject by forcing ourselves to grab at it. Also, I liked the idea of using tests as a tool to retain information rather than the dipstick end result.
"Make It Stick: The Science of Successful Learning" is a great book about learning and while it can drag with its anecdotes, its analysis on how to learn is immensely helpful.
But based on what I did hear, I would have to say that the Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel make excellent valid points about how to be better at learning new things and they use anecdotes combined with research analysis to support their claims. Essentially, being better at learning requires us to practice at recalling and retrieving information. In other words, we learn when we can retain information and force ourselves to do so through hard effort because that effort helps our brains remember more.
At first I was a little uncomfortable with that idea. It's not easy to sit with the thought that I have to strain myself to remember things, but the more I did think about it, the more it made sense. If we simply just re-read information to quickly cram or study for something, it is much easier to lose that information afterwards. This is why I can't remember any of the math I did after I studied and passed for the exams.
There's a lot of helpful tips and advice that these guys offer. For example, the idea of interleaving subjects to study rather than studying one subject at a time helps the brain reach for the information of each subject by forcing ourselves to grab at it. Also, I liked the idea of using tests as a tool to retain information rather than the dipstick end result.
"Make It Stick: The Science of Successful Learning" is a great book about learning and while it can drag with its anecdotes, its analysis on how to learn is immensely helpful.
informative
inspiring
reflective
medium-paced
The book is a very good read on covering concepts related to "learning how to learn", especially within the context of various research studies and anecdotes indicating how successful these concepts can be.
In the past few years, being aligned more and more with online education, the patterns of relatively poor learning habits, including my own, and how they affect several students have started to become glaringly obvious. The book provides several insights on how students can counter those mistakes. Although, the lack of appropriate structure and support (online and offline) makes it a more difficult task. But the book does try to talk about from the perspective of teaching as well.
The only drawback of this book, as is often the case, is how it tends to repeat itself. To the extent that the final chapter might be enough for a lot of people to understand the core concepts reasonably well. It could have been condensed to quite an extent.
In the past few years, being aligned more and more with online education, the patterns of relatively poor learning habits, including my own, and how they affect several students have started to become glaringly obvious. The book provides several insights on how students can counter those mistakes. Although, the lack of appropriate structure and support (online and offline) makes it a more difficult task. But the book does try to talk about from the perspective of teaching as well.
The only drawback of this book, as is often the case, is how it tends to repeat itself. To the extent that the final chapter might be enough for a lot of people to understand the core concepts reasonably well. It could have been condensed to quite an extent.