SMART OBJECTIVESAfter Reviewing The Material Below You Will Be Able To:
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Content Summaries
Learning is Misunderstood
Chapter 1 The three aspects of learning that the authors Brown, Roediger and McDaniel believe in are: learning requires memory, the continued need for learning, and learning is a skill. They believe traditional strategy for learning, massed practice (Brown, Roediger, McDaniel, 2014), is no the most effective because they don’t help foster long term retention. When learning entails effort it helps develop the ability to recall and retain information and a great way to do this is through frequent periods of testing as information is being presented to students. Constant and repetitive quizzings requires the memory to recall and reprocess the material, which in turn strengthens the retention. Studies conducted across various grad levels and student abilities showed that quizzes while studying helped to improve results on tests that were delayed when compared to those who simply read and reread material (Brown et al, 2104). |
To Learn, Retrieve
Chapter 2 The authors all agree that, the idea that if learning was easy then it will be easier to remember is incorrect (Brown et al, 2014). Typically the harder it is to learn something then the more effective it will be to later recall it. Practice ultimately is the key to strength connections in our brain and grows the power to retrieve the information when testing. Brown’s Testing Effect surveys show that the constant small quizzes help students to retain 92% of the information taught while also giving students the confidence when testing because they didn’t have to rely on cramming. (Brown et al, 2104) |
SUPPLEMENT videos
Video: "How to Write Learning Objectives Using Bloom's Taxonomy"
Benjamin Bloom developed this model as a means to promote higher forms of thinking in education in 6 different levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Through the correct use of the action words associated with each level you will be able to develop learning objectives for your student that foster higher levels of thinking and encourage action from the student. Each level builds on the previous, with creating requiring the most action and skill. |
Helping Students Learn: Retrieval Practice Video
This brief video emphasized the idea that during class sessions that are primarily lecture, giving students frequent low stakes assessments in between content delivery. This enhances student success by forcing them to recall the information while learning it so that they can better retain it later. (Helping, 2013). |
Formative assessment
Use these flashcards to test your knowledge from week 1!
Remember: PRACTICE MAKES PERFECT!
Remember: PRACTICE MAKES PERFECT!
References
- Brown, P.C., Roediger, H.L., and McDaniel, M.A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Pres of Harvard UP.
- Course Design on a Shoestring Budget. (2014, Dec 22). How to write learning objectives using Bloom's taxonomy. [Video file]. Retrieved from Http://www.youtube.com/channel/UCswQYAksuJvWfz6zxFAF4ew. "3.2 - How to Write Learning Objectives Using Bloom's Taxonomy." YouTube. YouTube, 22 Dec. 2014. Web. 03 Sept. 2016.
- Craft Educational Videos. (2013, Nov 19). Helping students learn: Retrieval practice. [Video file]. Retrieved from https://www.youtube.com/watch?v=xK6JIUfcOXg
- J Cline. (2012, Nov 17). Creating learning objectives. [Video file]. Retrieved from https://www.youtube.com/watch?v=_woMKwBxhwU
- MSU Graduate School. (2014, June 12). How people learn, Dr. Roddy Roediger. [Video file]. Retrieved from https://www.youtube.com/watch?v=4tz8gVPHhFE