This document discusses an interactive learning quiz about learning. It begins with an overview and warm up questions about the participant's expertise in learning. It then asks a series of multiple choice questions about effective learning strategies. The questions cover topics like the most important factor for successful learning, whether learning style matters, effective study habits, the benefits of testing for retention, and the relationship between metacognition and ability level. Resources and references are provided for each question to support the answers.

1. An interactive
learning quiz
SHASTA COLLEGE, AUGUST 2017

2. Overview
• Things you know about learning
• Things you (maybe) didn’t know about
learning
• Things you know about learning that ain’t so

3. 1
2
3

4. Warm up: your expertise?
How much would you say you know about how
learning works?

5. Q1: What’s the most important factor
in successful learning ?

6. Q1: What’s the most important factor
in successful learning ?
From Chew: h+ps://www.youtube.com/watch?v=9O7y7XEC66M&index=3&list=PL85708E6EA236E3DB

7. Q1: What’s the most important factor
in successful learning ?
From Chew: h+ps://www.youtube.com/watch?v=9O7y7XEC66M&index=3&list=PL85708E6EA236E3DB

8. Q2: Learning is most effective when
the instructional style matches the
student’s preferred learning style

9. Q2: Learning is most effective when
the instructional style matches the
student’s preferred learning style
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public
interest, 9(3), 105-119.
“The learning-styles view has acquired great influence
within the educa7on field, and is frequently encountered
at levels ranging from kindergarten to graduate school.
There is a thriving industry devoted to publishing learning-styles
tests and guidebooks for teachers, and many
organiza7ons offer professional development workshops
for teachers and educators built around the concept of
learning styles.”

10. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public
interest, 9(3), 105-119.

11. Q3: Effective and less effective study
habits
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public
interest, 9(3), 105-119.

12. Rules of studying
1. Passive re-reading
2. Highlighting overkill
3. “Yeah, I could do that”
4. Cramming
5. Solving problems you know how to solve
6. Group study sessions becoming too social
7. Not resolving difficulties
8. ‘Learning’ when distracted
9. Not getting enough sleep

13. Rules of studying
1. Testing recall, application
2. Spacing your practice
3. Mixing up what you do
4. Taking breaks, studying intensively
5. Discuss it with others
6. “Explain it to a 10 year old”
7. Focus
8. Know your golden time

14. Q4: What is best for retention?

15. Q4: What is best for retention?
Roediger & Karpicke (2006) :
• 4x 5 minute study of material (prose passage)
• 3 groups: SSSS, SSST, STTT
• Retention test 1 week later
• Recall passage (scored as recall of ‘idea units’)

16. Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests
improves long-term reten^on. Psychological science, 17(3), 249-255.

17. Q5: Metacognition and ability

18. Q5: Metacognition and ability

19. Q5: Metacognition and ability

20. Q5: Metacognition and ability
Week 1 of course

21. Q5: Metacognition and ability
Week 10 of course

22. Take homes
1. Deep processing supports learning – we need to help students
make connections, integrate knowledge, build mental structures of
knowledge
2. Learning styles (specifically the efficacy of the meshing
hypothesis) is NOT a thing.
3. Many students arrive with good and bad study habits – we need to
make visible the reasons why effective learning requires effortful /
deliberate practice
4. Testing can enhance learning – with frequent, low-stakes, spaced
testing augmented by feedback being the most potent
combination.
5. Weaker students may have under-developed skills to judge their
own performance, which can have a significant impact on how
they approach learning

23. Resources / bibliography
One page description from CMU website
http://www.cmu.edu/teaching/principles/
index.html
Brent, R. & Felder, R. (2011). Random
thoughts… how learning works. Chemical
Engineering Education 45(4). 257-8.
Available at:
http://www4.ncsu.edu/unity/lockers/
users/f/felder/public/Columns/
Ambrose.pdf
Five page summary of the 7 principles
http://bit.ly/HLWshort

24. Resources / bibliographyIn the order in which they appear in the slides:
Question 1: most important factor for learning
Stephen L Chew Improving Classroom Performance by Challenging Student Misconceptions about Learning
https://www.psychologicalscience.org/observer/improving-classroom-performance-by-challenging-student-
misconceptions-about-learning
Stephen L Chew: How to get the most out of studying video series
https://www.youtube.com/playlist?list=PL85708E6EA236E3DB
Hyde, T.A., & Jenkins, J.J. (1973). Recall for words as a func^on of seman^c, graphic, and syntac^c orien^ng tasks.
Journal of Verbal Learning and Verbal Behavior, 12, 471-480.
Question 2: Learning styles
Popular science article
http://www.popsci.com/science/article/2013-08/everything-youve-ever-been-told-about-how-brain-learns-lie?
page=2#page-2
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological
science in the public interest, 9(3), 105-119.
https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf
Rohrer, D., Paschler, H., (2012). Learning styles: where’s the evidence? Medical Education 46, 630-635.

25. Resources / bibliographyIn the order in which they appear in the slides:
Question 3: rules for studying
Rick Reis, Tomorrow’s Professor archives, post 1346
https://tomprof.stanford.edu/posting/1346
Richard Felder’s “Memo to students who are disappointed with their last test grade”
h+p://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/memo.pdf
Barbara Oakley’s “A Mind for Numbers: how to success at math and science (even if you flunked algebra)”
h+p://cgi.stanford.edu/~dept-ctl/tomprof/pos^ng.php?ID=1346
Ques^on 4: test enhanced learning
Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term
reten^on. Psychological science, 17(3), 249-255.
h+p://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2006.01693.x
New York Times: To really learn, quit studying and take a test
h+p://www.ny^mes.com/2011/01/21/science/21memory.html

26. Resources / bibliographyIn the order in which they appear in the slides:
Question 5: metacognition and ability
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficul^es in recognizing one's own incompetence
lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.
Galloway, R. K., Bates, S. P., Parker, J., & Usoskina, E. (2013, January). The effect of research-based instruc^on in
introductory physics on a common cogni^ve bias. In AIP Conference Proceedings (Vol. 1513, No. 1, pp. 138-141). AIP.
General resources:
h+ps://www.inc.com/abigail-tracy/three-learning-myths-debunked.html
h+ps://www.fastcompany.com/40420472/five-popular-myths-about-learning-that-are-completely-wrong
h+ps://www.logicearth.com/blog/five-common-but-inexcusable-learning-myths-about-how-we-learn
h+p://wiki.ubc.ca/Learning_Commons:Content/Myths_About_Learning