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Retrieval Practice: A Powerful Strategy to Improve Learning — Summary of Recommendations

Retrieval Practice: A Powerful Strategy to Improve Learning — Summary of Recommendations
Use retrieval practice as a learning strategy, not as an assessment tool.Use retrieval practice frequently, as often as possible. Practice makes perfect!Use retrieval practice a few days or weeks after a lesson or study session. Space it out.Use a variety of strategies to implement frequent retrieval practice: clickers, flash cards, online quizzes, quick writing prompts, etc.Use a variety of question types: fact-based, conceptual, and higher order/transfer.Encourage metacognition by including feedback (right/wrong feedback, explanation feedback, etc.).Remain confident that challenging learning (via retrieval practice) is a good thing!Examine your teaching and studying strategies: Do they focus on getting information “in” or “out?" Is learning challenging, or is learning easy and “fluent?" For more information, please browse additional sections of this website, including Strategies for Educators, FAQs, and Download the Guide.

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Character Day Character Day is an annual global day devoted to developing who we are and who we want to be in the world. Character Day 2016 is set for September 22! Sign up your school, classroom, organization, company, congregation, or family to participate. It's completely free! How to Turn on the Part of Your Brain That Controls Motivation We know we should put the cigarettes away or make use of that gym membership, but in the moment, we just don’t do it. There is a cluster of neurons in our brain critical for motivation, though. What if you could hack them to motivate yourself? The researchers stuck 73 people into an fMRI, a scanner that can detect what part of the brain is most active, and focused on that area associated with motivation.

How to Get Past Negativity Bias in Order to Hardwire Positive Experiences It’s helpful to know that the brain is plastic and can adapt to challenges. And when it comes to learning new things, we can build up mental resources through intentional effort. People can get better at realizing self-regulation, executive functions, a sense of perspective or meaning, positive emotions like gratitude, a sense of strength and the feeling of being cared about. “Any kind of mental activity, including experiences, entails underlying neural activity,” said Rick Hanson, a psychologist and senior fellow at the Greater Good Science Center at UC Berkeley, at a Learning & the Brain conference. He has developed practices to help people build up their mental capacity for happiness by creating patterns of neural activity that with time and repetition become neural pathways. Hanson calls this process “self-directed neuroplasticity.”

The Theory and Practice of Mediated Learning Experience Introduction The Theory and Practice of Mediated Learning Experience Introduction Mediated Learning Experience (MLE) describes a special quality of interaction between a learner and a person, whom we shall call a "mediator". The function of a mediator is different from that of a teacher, as illustrated by the following two diagrams. In this mode the teacher provides a suitable stimulus (homework, test, assignment, etc.) and then observes the response of the learner to the stimulus.

The Choice Explosion Lansing, W.Va. — A few years ago, the social psychologist Sheena Iyengar asked 100 American and Japanese college students to take a piece of paper. On one side, she had them write down the decisions in life they would like to make for themselves. On the other, they wrote the decisions they would like to pass on to others. The Americans filled up the side for decisions they want to decide for themselves. Future - The best (and worst) ways to spot a liar Thomas Ormerod’s team of security officers faced a seemingly impossible task. At airports across Europe, they were asked to interview passengers on their history and travel plans. Ormerod had planted a handful of people arriving at security with a false history, and a made-up future – and his team had to guess who they were. In fact, just one in 1000 of the people they interviewed would be deceiving them. Identifying the liar should have been about as easy as finding a needle in a haystack. Using previous methods of lie detection, you might as well just flip a coin

Mapping Pedagogies For Learning Design A Mindmap of Learning Models To read more and comment: Mapping Pedagogies For Performance Home: Learning, Instructional Design & Training Reuven Feuerstein Dr. Reuven Feuerstein, a clinical psychologist who studied at the University of Geneva under Jean Piaget, Andre Rey, Barbel Inhelder, and Marguerite Loosli Uster, went on to earn his Ph.D. in Developmental Psychology at the Sorbonne. He is currently the director of the Center for Development of Human Potential in Jerusalem. From 1970 until the present Dr. Feuerstein has served as Professor in the School of Education at Bar Ilan University in Ramat Gan, Israel; he is also the Director of the Hadassah-Wizo-Canada Research Institute, in Jerusalem, Israel ( “Intelligence is not a static structure, but an open, dynamic system that can continue to develop throughout life” Dr.

Brain Science - IAE-Pedia Information Age Education (IAE) is an Oregon non-profit corporation created by David Moursund in July, 2007. It works to improve the informal and formal education of people of all ages throughout the world. A number of people have contributed their time and expertise in developing the materials that are made available free in the various IAE publications. Click here to learn how you can help develop new IAE materials. This Brain Science website contains the complete book, Brain Science for Educators and Parents, written by David Moursund. Please cite this book as: