Top Tweets for #HowDoWeLearn
When a student is starting to acquire a skill, positive feedback is more effective than negative feedback…Conversely, when a student has attained a certain level of expertise, negative feedback becomes much more effective (Fishbach et al., 2010)
#HowDoWeLearn @hruizmartin
feedback like, “You need to improve your pronunciation” is not too helpful; as @dylanwiliam (2011) puts it, it would be like telling a novice comedian “You need to be funnier.” It is a correct comment but too ambiguous & does not tell the student how to improve.
#HowDoWeLearn
Cooperative learning can either lead to better learning than individual work, or worse.
This picture and its 3 bullet points show what is required for effective cooperative learning (from the late, great Dr. Slavin)
#HowDoWeLearn @hruizmartin
Beliefs* —> Values and expectations* —> Motivation
*Your prior knowledge influences what you believe AND expect.
#HowDoWeLearn @hruizmartin
self-efficacy is in a reciprocal relationship with success. This, having higher self-efficacy leads the student to put in more effort, persevere, and become more involved in the learning task, resulting in better outcomes.(Pintrich 2003a; Valentine et al., 2004)”
#HowDoWeLearn
It is important to appreciate that motivation is not and end in itself but a means to an end.”
4/4 #HowDoWeLearn @hruizmartin
It is important to note that motivation alone does not make learning more memorable, but it enhances learning because it encourages the student to put in more effort, time, and attention to the learning object.
3/4 #HowDoWeLearn @hruizmartin
What is motivation?
Motivation “is a predisposition toward action in a specific direction.
1/4 #HowDoWeLearn @hruizmartin
However, emotion can have more positive educational outcomes as well.
“intense emotional themes were sufficient to remember an event better, not only the specific emotional stimulus but the event in general.
#HowDoWeLearn @hruizmartin
3/3
“this might be what happens when we conduct a spectacular experiment in the laboratory and provide a good explanation of its causes. Many students only recall when that liquid exploded, but they are none the wiser as to the cause of it.”
#HowDoWeLearn @hruizmartin
2/3
“There is substantial evidence that students learn more effectively when the components of the learning object are temporarily worked on in isolation and gradually combined (White & Frederickson, 1990; Salem et al., 2006; Wightman & Lintern, 1985).”
#HowDoWeLearn @hruizmartin
“Expert knowledge is also essential for developing critical analysis skills…(Paige & Simon, 1986; Reusser, 1988)”
#HowDoWeLearn @hruizmartin
What is “deep knowledge”?
Knowledge imbued with meaning, well organized and interconnected, and associated with multiple contexts of applicability.
#HowDoWeLearn @hruizmartin
Talent or Practice?
#HowDoWeLearn
“Research indicates that repeating these actions (retrieval/elaboration) during the same study session after having successfully performed them does not strengthen memory further.”
—@hruizmartin, #HowDoWeLearn p57
2/2
Retrieval and elaboration are difficult (see my previous posts on #HowDoWeLearn), but it lets you learn more while studying less.
1/2
“Thinking is interpreting new information in light of our prior knowledge.”
—@hruizmartin, #HowDoWeLearn p57
I really like this definition of thinking.
Interleaved practice is harder, but you learn more from it, “it facilitates abstraction & does not allow the student to rely on irrelevant contexts when retrieving what was learned…reasoning about what we learn contributes to solidifying learning.”
—@hruizmartin, #HowDoWeLearn
Spaced practice works.
“Although spaced practice has a beneficial effect on its own, research also shows that if spaced practice sessions involve retrieval, its impact on learning is much greater than if they are dedicated to restudying.”
—@hruizmartin, #HowDoWeLearn p53
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