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We Know Your Lecture Is Brilliant, But Students Won't Remember It
- 1. We Know Your Lecture Is Brilliant, But Students Won’t Remember It HOW TO MAKE LEARNING STICK Alexis Terrell Aug. 9, 2019
- 2. FREE RECALL HOW TO MAKE LEARNING STICK Write down everything you remember learning from yesterday’s keynote.
- 3. 3 ABOUT ME HOW TO MAKE LEARNING STICK • ESL instructor • Academic counselor • Instructional designer
- 4. 4 Retrieval Practice •What is it? •Why does it work? •How to use it?
- 5. 1. Study, study, study, study – test 2. Study, study, study, test – test 3. Study, study, test, test – test 4. Study, test, test, test – test THE TESTING EFFECT HOW TO MAKE LEARNING STICK
- 6. 1. Study, study, study, study – test 2. Study, study, study, test – test 3. Study, study, test, test – test 4. Study, test, test, test – test THE TESTING EFFECT HOW TO MAKE LEARNING STICK
- 7. Testing
- 8. 0 0.2 0.4 0.6 Rerea d ing Rew rite notes Pra ctice p rob lem sFla shca rd s M em orize M a ke outlinesM n em onics Pra ctice reca ll H ig h lig htG roup stud y Rea l-life exa m p les 8 STUDENT STUDY STRATEGIES HOW TO MAKE LEARNING STICK #1 Strategy students report using Survey data from Karpicke, Butler, & Roediger, 2009 8
- 9. 0 0.2 0.4 0.6 Rerea d ing Rew rite notes Pra ctice p rob lem sFla shca rd s M em orize M a ke outlinesM n em onics Pra ctice reca ll H ig h lig htG roup stud y Rea l-life exa m p les Research has shown that passive, repetitive reading produces little or no benefit for learning! (Callender & McDaniel, 2009) 9 STUDENT STUDY STRATEGIES HOW TO MAKE LEARNING STICK #1 Strategy students report using Survey data from Karpicke, Butler, & Roediger, 2009 9
- 10. 1 0 WHY CRAMMING FAILS HOW TO MAKE LEARNING STICK 1 0 Bjork, 1992 Low Storage Strength High Storage Strength High Retrieval Strength C r a m m e d M a s t e r y Low Retrieval Strength F o r g o t t e n B u r i e d
- 11. 1 1 Condition Five-minute retention SSSS 0.83 SSST 0.78 STTT 0.71 Roediger & Karpicke, 2006 Condition One-week retention SSSS 0.40 SSST 0.56 STTT 0.61 MEMORY TESTS IMPROVE LONG-TERM RETENTION
- 12. 1 2 What is the most common study strategy students report using? a) Highlighting b) Rereading c) Rewriting Notes d) Making outlines KNOWLEDGE CHECK HOW TO MAKE LEARNING STICK
- 13. 1 3 What is the most common study strategy students report using? a) Highlighting b) Rereading c) Rewriting Notes d) Making outlines KNOWLEDGE CHECK HOW TO MAKE LEARNING STICK
- 14. 1 4 What are 3 examples of more beneficial study techniques? GENERATION HOW TO MAKE LEARNING STICK
- 15. 1 5 WHAT TYPES OF TESTS WORK BEST? HOW TO MAKE LEARNING STICK Study Condition Score on final test (z-score) Context-rich MCQs 0.40 Short-answer questions 0.39 Context-free MCQs -0.38 Reading only -0.42 McConnell et al., 2014
- 16. 1 6 SPACED RETRIEVAL CREATES LEARNING HOW TO MAKE LEARNING STICK Spaced Retrieval Massed Retrieval
- 17. 1 7 Ensure practice continues to be effortful and not trivial. IS THERE AN OPTIMAL SPACING LAG? H O W T O M A K E L E A R N I N G S T I C K 1 7 Kang, 2016; Logan & Balota, 2008
- 18. 1 8 Ensure practice continues to be effortful and not trivial. IS THERE AN OPTIMAL SPACING LAG? H O W T O M A K E L E A R N I N G S T I C K 1 8 • Research suggests optimal spacing depends on targeted retention interval. • Retention is highest when spacing of retrieval practice is about 10-20% of retention interval: Kang, 2016; Logan & Balota, 2008 Target Retention Optimal Retrieval Practice 1 week 1 day 1 year 2 months
- 19. 1 9 SPACED RETRIEVAL CREATES LEARNING HOW TO MAKE LEARNING STICK Karpicke & Bauernschmidt, 2011 0 0.2 0.4 0.6 0.8 Study Once Recall Once Repeated Massed Recall Repeated Spaced Recall Proportion Final Recall
- 20. 2 0 Which is better – spaced retrieval or massed retrieval? Why? ELABORATION HOW TO MAKE LEARNING STICK
- 21. 2 1 FEEDBACK ENHANCES BENEFITS OF TESTING Vojdanoska, Cranney, & Newell, 2009 35 40 45 50 55 Feedback No feedback Mean % correct on Initial Test Mean % correct on Final Test
- 23. 2 3 Least Effective • Generic, programmed responses (ex. good job, try again). • Simply showing correct vs. incorrect answers without contextualizing the response based on an individual student’s understanding. • Delayed too long. • Students aren’t given a chance to reuse newly gained knowledge. WHAT TYPE OF FEEDBACK WORKS? H O W T O M A K E L E A R N I N G S T I C K 2 3 Hattie & Timperley, 2007
- 24. 2 4 Least Effective • Generic, programmed responses (ex. good job, try again). • Simply showing correct vs. incorrect answers without contextualizing the response based on an individual student’s understanding. • Delayed too long. • Students aren’t given a chance to reuse newly gained knowledge. WHAT TYPE OF FEEDBACK WORKS? H O W T O M A K E L E A R N I N G S T I C K 2 4 Hattie & Timperley, 2007 Most Effective • Corrective feedback specifically relating to goals. • Forward-thinking: What can be done to improve? What next? • Focuses on process, not results • Involves the students (allows them to reflect and discuss on their thinking process).
- 25. 2 5 Use frequent (low-stakes) quizzing that count toward course grade. Create study tools that incorporate retrieval practice, generation, and reflection. Design exercises that require students to revisit earlier concepts. APPLYING RETRIEVAL PRACTICE TECHNIQUES H O W T O M A K E L E A R N I N G S T I C K
- 26. 2 6 How have you applied (or not applied) best practices for retrieval & retention in your classes? REFLECTION HOW TO MAKE LEARNING STICK
- 28. 2 8 APPLYING RETRIEVAL PRACTICE TECHNIQUES H O W T O M A K E L E A R N I N G S T I C K
- 29. 2 9 WANT TO LEARN MORE? H O W T O M A K E L E A R N I N G S T I C K 2 9 RetrievalPractice.org
- 30. alexis.terrell@cuanschutz.edu CONTACT ME/YOU H O W T O M A K E L E A R N I N G S T I C K http://bit.ly/retrieval-retention