In John Dunlosky’s article, he discusses what he has found to be some of the most effective, and least effective, studying techniques for learning and retention of material. In the article, he reviews the effectiveness of ten different study strategies and discusses how effective and applicable they are. Dunlosky first discusses the strategies which he found to be the most effective. The first of these strategies is practice testing, which involves students quizzing themselves over information as a review before taking a real exam. Practice testing was found to help boost long term memory more than simply reviewing or rereading the most important points of the material. Students should be encouraged by their teachers to write notes in a …show more content…
This technique involves students distributing the practice for one type of problem across a period of time. Distributed practice has been found to show significant benefits over massed practice, which is when students practice one type of problem until they feel they have learned it sufficiently before moving on to the next type of problem. Distributed practice makes the learning itself feel more difficult because the student is practicing all different types of problems, but it allows the student to retain the information for longer versus massed practice. Students should also distribute practice over multiple sessions. This can be difficult for many students because they may only begin to study the night before the exam, and at that point their only option is cramming. In order to distribute practice over time, students should set aside blocks of time throughout the week several evenings before the exam. Studying for a briefer period of time several different times is more effective than studying all night the night before the exam. Teachers can help students to employ distributed practice by helping them to map out their study sessions throughout the week and what they should practice each session. By using distributed practice along with practice tests, students will find that they can master and remember materials more …show more content…
The first one of these strategies is called interleaved practice. Interleaved practice is similar to distributed practice, but it specifically involves practicing different types of problems over time. Interleaved practice is more helpful than massed practice, although students may favor massed practice because they will become more fluent with the type of problem that they are working with, but interleaved practice will force the student to think about what type of problem they are working with and how to solve it. Interleaved practice has not been studied as much as the first two strategies discussed, but initial research outcomes have shown positive results. The next of the learning strategies that showed promise is elaborative interrogation and self-explanation. Elaborative interrogation is when a student attempts to explain why a fact is true. Similarly, self-explanation is when a student attempts to relate new information to something they already know. These strategies can be effective because they encourage students to actively process the information they are learning in order to rationalize it. However, these strategies have not been studied enough to be categorized as highly effective
The first suggestion Leamnson offers to progress learning is to make notes instead of “copying what’s on a chalkboard or being projected on a screen” (3). The essence of Leamnson’s argument is that instead of simply jotting down everything the
One of my studying techniques is to have one of my family members verbally assess me on the topic of examination based on information in my textbook for the given subject. This compares to what I have just learned because I sometimes alter the location of study during these sessions, such as one time in the dining room and one time in another room of the house. However, I would always stay on one subject for a long time, which may not have been a very good idea. Another studying technique that I used to have was studying the night before or the morning of the exam because I thought (with the influence of a girl from my fifth grade class) that the information would be easy to retain since it was so recently reviewed. This compares to the article since all of the material comes back to me, but is mostly forgotten long after I take the examination. This goes along with the scientific study mentioned in the article that students who had two studying sessions did exceptionally well on a test given right after the sessions, but gradually forgot the material (Carey, 2010). An additional studying condition I have is to do practice problems and tests on the material I will be tested on. This connects to the reading for the reason that I am being exposed to a variety of problems, which, according to the text, is a brilliant way to review. My studying habits will be adjusted to
The results of a student being asked this useless information results commonly in cheating and apathy. A student who is expected to memorize information that lacks value will often turn the cheating in order to avoid time spent memorizing unnecessary facts. Dr.Glasser suggests a different approach in testing by suggesting open note tests and write-in answers. The demonstration and application of the information to be learned should be explained in-depth. A student should be encouraged the challenge the curriculum at any time to ask how the information provided might be useful.
These tasks can be taught individually or in a small group setting. Traditionally, DTT is taught on a 1:1 individual basis, a progressive DTT approach allows the educator to remain flexible with the trials and make in-the-moment changes based on needed variables. The learner starts by learning small skills and moves to more complicated skills as each skill is mastered.
Developing studying skills that incorporate testing myself will take the ease of being overwhelmed, as well as help with concentration, and becoming more comfortable and confident. Practicing recalling information over time will help in recalling for an actual assessment, by retaking study guides, and creating at home pre-test. 3The information provided by Karpicke and Roediger can me as an educator and other educators by considering various methods of learning. Using test as an instrument of learning rather than solely an assessment on knowledge can be essential in helping students’ learning effectiveness. Since the experiment showed that the learning conditions where retrieval was repeated caused students to have 80% of the pairs recalled compared to the 33% of where retrieval was not practice shows that testing can be used as a tool of learning. In my classroom I would implement take pre-test for homework and/or extra credit assignments, as well as implement classroom activities such as games where testing occurs in a communal group setting. Retrieval is easier when related pieces of information are stored in close association with one another (Ormord p. 212). Therefore, I would have students get in pairs and test each other on the information as soon as the lesson is over as a form of review and test
Technical 23- (use as needed) I agree with this completely. I typically find I work better with writing down things. The best way I study for tests or memorizing things is to repeatedly write it down. For, example I had to study a book to take a test. I went through that book and copied it word for word two or three times. This is just how studying works for me.
Guided practice is the process of engaging students in tasks similar to the one’s modeled by the teacher. The students practice the new learning under direct teacher supervision. The teacher leads the students through the steps necessary to perform the skill. After the teacher has introduce the new learning to students, guided practice must occur. We want students to remember and transfer this knowledge not memorize. As part of instruction delivery, teachers incorporate guided practice through active application of information. Individual guided practice can occur during small or large group academic practice activities.
I used writing to help me retain information. I am not quite sure why but I am most successful when I take notes during the instructor lecture. No joking, when I am testing I can almost see my notes and I can quickly recall what the answers are. Sometimes I won’t even study what I‘ve written but I have a photographic memory of things after I have written them
The transition into degree level study has been challenging for me. Lectures can be taxing to students new to this format. I have found that concentration and focus are problematic to maintain for the extended periods of time required. Given this issue, comprehensive note making is essential for memory recall. However, due to the speed that information is covered, this can be difficult for me.
John Dunlosky’s (2013) article, Strengthening the Student Toolbox, gives study strategies that may be beneficial for teachers to give to their students. Dunlosky found that the strategy, self-explanation, to be beneficial. If a student was to use self-explanation, then he or she would try to explain how new information connects with prior information, that he or she already has acquired (Dunlosky, 2013). This strategy allows a student to connect new information with prior knowledge and this connection will allow the student to remember the information better.
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
There are three types of learning styles. They are: auditory, visual and kinesthetic. An auditory learner processes information by hearing and discussing the information. Visual learners process information through visuals such as charts, pictures, and other types of printed information. Kinesthetic learners process information by muscle movements and experiences that are hands-on. Through the assessment I have discovered that my strongest learning style is a visual style with a score of 13, followed by kinesthetic, 8, and lastly auditory with a score of 4. Based upon this, my strength is using a visual learning style. The things I do now in studying that are within the guidelines include: read the book chapters and highlight while reading, pay special attention to charts and diagrams shown in the book or in class. By reading and highlighting I have found I can quickly go back through the information and reread the important facts, helping me remember them better. The more times I go over the information, the more effective I am come test day. I have found it very easy to read charts and diagrams in textbooks. Generally, by being able to read certain charts, it is much easier and faster to comprehend the information than if I was to read the paragraphs about it. A new study strategy that I will implement will include: writing what I highlight down into my own handwriting, adding ...
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
The topic of mnemonics improves study methods of learners as it helps avoid “illusions of learning.” The familiarity effect mechanism shows that re-reading material results in greater fluency and the repetition makes material familiar. When a student encounters that same material in the future, he will be able to interpret the familiarity as he already knows the material (Karpicke et al., 2009).
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).