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dawnackroyd 's review for:
Make It Stick: The Science of Successful Learning
by Henry L. Roediger, Mark A. McDaniel, Peter C. Brown
Chapter 1: Learning is Misunderstood
- Many people believe that their intellectual ability is hard-wired from birth, and that failure to meet a learning challenge is an indictment of their native ability. But every time you learn something new, you change the brain - the residue of yoru experiences is stored.
- Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it's stronger and lasts longer.
....then the book came due at the library so I skipped ahead to chapter 8:
1. Retrieving - practice retrieving new (and old) learning (self-quizzing).
2. Spacing - space out your retrieval practice, leave time to forget in between practice sessions.
3. Interleaving - alternate working on different problems facilitates spacing and forgetting (making learning more difficult, which improves learning).
4. Elaboration - try to find additional layers of meaning in the new material.
5. Generation - attempt to answer a question or solve a problem before looking at the answer (experiential learning).
6. Reflection - a combination of retrieval practice and elaboration that adds layers to learning new material. Ask your self questions.
7. Calibration - to avoid various cognitive illusions, use an objective instrument to adjust your sense of what you know and don't know.
8. Mnemonic devices - build memory palaces to help yourself retrieve what you have learned.
I should go back and read the rest.
- Many people believe that their intellectual ability is hard-wired from birth, and that failure to meet a learning challenge is an indictment of their native ability. But every time you learn something new, you change the brain - the residue of yoru experiences is stored.
- Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it's stronger and lasts longer.
....then the book came due at the library so I skipped ahead to chapter 8:
1. Retrieving - practice retrieving new (and old) learning (self-quizzing).
2. Spacing - space out your retrieval practice, leave time to forget in between practice sessions.
3. Interleaving - alternate working on different problems facilitates spacing and forgetting (making learning more difficult, which improves learning).
4. Elaboration - try to find additional layers of meaning in the new material.
5. Generation - attempt to answer a question or solve a problem before looking at the answer (experiential learning).
6. Reflection - a combination of retrieval practice and elaboration that adds layers to learning new material. Ask your self questions.
7. Calibration - to avoid various cognitive illusions, use an objective instrument to adjust your sense of what you know and don't know.
8. Mnemonic devices - build memory palaces to help yourself retrieve what you have learned.
I should go back and read the rest.