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Helping Learners Remember What They Learn: 4 Time-Tested Principles

Helping Learners Remember What They Learn: 4 Time-Tested Principles
Helping Learners Remember What They Learn: 4 Time-Tested Principles Highly competent instructional designers and professionals now make the most out of scientific research. They usually incorporate new insights, test them and repeat what works. Over time, the weaker insights falter then fade while the stronger ones remain. 1) The Spacing Effect In 1885, psychologist Hermann Ebbinghaus found that people forget a whopping 80% of material they recently learned within 24 hours. It's much harder to retain meaningless information.It's much easier to re-learn material than the first time.Learners will experience great success by spreading out their study sessions over time, not by engaging in one-night cram sessions.Instructors and designers can help learners store information in the long-term memory by repeating instruction and spacing it out over time. Pay special attention to the last sentence. Focus on Longer Spacings Vary Your Repetitions Start with simple quizzes spaced over days or weeks.

3 Strategies to Promote Independent Thinking in Classrooms Imagine the intentional focus you would bring to crossing a rushing creek. Each stepping-stone is different in shape, each distance uneven and unpredictable, requiring you to tread with all senses intact. The simple act of traversing water on stones is an extraordinary exercise in concentration. Now think of how, with all the tweeting, texting and messaging that technology has given us, our attention is frittered away by the mundane. The speed of communication undermines the continuum of thought. That rushing creek is much harder to cross. In his study of people who find satisfaction with their lives, Harvard psychologist Mihaly Csikszentmihalyi defines as autotelic those who are happiest when they are absorbed in complex activities. Teachers can utilize three strategies to cultivate improved focus: sequencing instruction, recovery from mistakes, and setting goals. 1. Finding intriguing ways to sequence information is one method for promoting students' sense of discovery. 2. 3.

How Technology Wires the Learning Brain Kids between the ages of 8 and 18 spend 11.5 hours a day using technology — whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours. But does that spell doom for the next generation? Not necessarily, according to Dr. Gary Small, a neuroscientist and professor at UCLA, who spoke at the Learning & the Brain Conference last week. “Young people are born into technology, and they’re used to using it 24/7,” Small said. “The technology train has left. The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. But that’s not the headline here. Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. “Texting is an expression of what it means to be human,” Small said. “We can train empathic behavior,” he said. Related

Brainy Approaches to Learning Infographic Teacher Infographics We know that each student is unique, but what about each student’s brain? Understanding how the brain works when learning is key to helping students achieve mastery of a subject or topic. Brainy Approaches to Learning Infographic depicts the brain science behind student-centered approaches to learning. This infographic draws on the research from Mind, Brain, and Education that answers the questions: What does brain research tell us about how we learn and how learning, in turn, shapes the architecture of the brain? Via: www.studentsatthecenter.org Embed This Education Infographic on your Site or Blog! Resources and Downloads for Teaching Critical Thinking Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. Click on any title link below to view or download that file. Resources On This Page: Lesson Plans & Rubrics KIPP King Curriculum Planning Guide <img height="12" width="11" class="media-image media-element file-content-image" src="/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/content/08/pdficon.gif? Back to Top Tools for Critical Thinking Scope and Sequence, Speech and Composition <img alt="" title="" class="media-image" width="11" height="12" src="/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/content/08/pdficon.gif? Culture at KIPP

New Interesting Chart on Growth Vs Fixed Mindsets I first come across the concept of fixed versus growth mindset through the works of the socio-linguist Barlow and since then I have seen a plethora of visuals and graphics on this very same concept some of which I shared in this page. While I personally view it as a lifeworld approach applicable to the worldviews and assumptions we hold towards life in general, the mindset concept has some direct and tangible applications in the learning arena. Learners with a growth mindset seem to thrive the most in their learning journeys. These learners are so often open to new possibilities and view their failures and mistakes as clear indicators that the learning is taking place and that trail and error is an essentially healthy process in the gaining of new insights and discovering novel knowledge. Check out this excellent chart that sheds more light on the power of mindsets in relation with our belief system.

Critical Thinking: Definitions and Assessments January 3, 2013 By: Maryellen Weimer, PhD in Educational Assessment Despite almost universal agreement that critical thinking needs to be taught in college, now perhaps more than ever before, there is much less agreement on definitions and dimensions. Critical thinking is assessed in a variety of ways by individual teachers, but unlike many other college-level learning skills, it is also regularly assessed via a battery of standardized tests such as ACT’s Collegiate Assessment of Academic Proficiency (CAAP), the Collegiate Learning Assessment (CLA), ETS’ Proficiency Profile (PP), and a set of scoring rubrics known as the Valid Assessment of Learning in Undergraduate Education (VALUE). Stassen, Herrington, and Henderson report on an interesting activity undertaken to answer several questions regarding critical thinking definitions. They began by having a group of general education instructors generate an operational definition of critical thinking. Reference: Stassen, M.

How Design Thinking Can Empower Young People Daniel: For kids who really feel like most of life happens to them, for them to have an opportunity to feel that they have an impact is very exciting. The D3 program is designed specifically for teenagers. And they feel that it's really relevant to their lives, and relevant to the community here, People Serving People. Emily: One, two, three, jump! Jennifer's trying to explain the game we're about to play. Daniel: People serving people is the region's largest homeless shelter for children and families. Kim: D3 in a nutshell is a process. Emily: Should we walk through it really quick? Boy: Yeah. Emily: We started out in the beginning. Boy: Thumbs in the middle. Emily: Yeah. Kim: I think a lot of people think the design process is very-- a mysterious kind of hidden thing that happens behind the scenes. Emily: There's six cards, so they're going to go on these littler circles, not on the light bulbs, but on these little circles around, okay? Boy: We had narrowed down all the spaces. Adam: Okay.

The Thinking Classroom: Ways of Thinking Effective thinking-centered instruction aims to achieve two educational objectives: To cultivate the active use of knowledge, and To help students become self-regulated learners. Toward that end, this section of The Thinking Classroom highlights four thinking-centered approaches for infusing high-level thinking instruction into your regular curriculum. The Ways of Teaching Thinking region features a preview and description of each of the approaches. Why These Four Approaches? The four approaches to teaching thinking represent some of the research and products of the Harvard's Cognitive Skills Group. Ways of Teaching Thinking: 4 Instructional Approaches Thinking Through Thinkpoints - an approach that helps teachers and students identify generative topics or ideas within the curriculum and then encourages students to explore those topics in critical and creative ways.

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