Three Ways to Create Opportunities for Sustained Learning

Margaret ImberAssociate Dean of the Faculty
Associate Professor of
Classical & Medieval Studies
Bates College
Lewiston, ME 04240
mimber

“She was warned. She was given an explanation. Nevertheless she persisted.”

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From: “Faculty Focus” <no-reply>
Date: October 2, 2017 at 9:18:02 AM EDT
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Subject: Three Ways to Create Opportunities for Sustained Learning
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Three Ways to Create Opportunities for Sustained Learning Incorporating the cognitive learning principles of distribution, retrieval practice, and explanatory questioning.

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Faculty Focus
October 2, 2017
Incorporating Principles in Cognitive Psychology to Improve Student Learning
By Christopher Grabau, PhD

At the 2017 STEM FIT Symposium at Washington University in St. Louis, Mark McDaniel, PhD, Professor, Psychological & Brain Sciences, co-director of CIRCLE, and co-author of Make it Stick: The Science of Successful Learning (2014), presented a plenary address on how research in cognitive psychology can support effective teaching practices and improve learning. Supported by laboratory and field experiments, many of the techniques McDaniel presented from the book can be applied to most academic subjects in order to promote student learning.

Henry L. Roediger, McDaniel’s co-author, previously grouped many of these same techniques into three general principles to enhance educational practice (Roediger & Pyc, 2012). Each principle offers an opportunity to consider how to incorporate research-supported practices for sustained learning. Brief summaries of the three general principles are listed below. I have also included a few examples found within the literature of how you may incorporate these principles into your teaching:

1. Distribution: How information is distributed can determine the level of sustained learning. Two effective strategies to distribute information: repetition and interleaved practice, offer ways to improve memory and retention. Repeating and revisiting key concepts and topics throughout the duration of a course can aid in long term memory and recall. Furthermore, mixing (or interleaving) new information with previously covered material can support more durable learning and benefit retention of information.

Consider reviewingtopics covered in previous lectures at the beginning and ending of each class or including information from previous sections in homework assignments. Mix questions and topics throughout the course instead of teaching in a blocked or linear fashion. Mix problem sets instead of grouping into clusters in order to provide between-concept comparisons, improve proficiency, and promote retention for sustained learning. (Rohrer, Dedrick & Stershic, 2015; Sana, Kim, & Yan, 2017)

2. Retrieval practice: Creating sustained and effortful learning practices can help support retention of information. Instead of using repetition as a way to remember information, develop a sustained process of instruction where information recall is spaced over a longer period of time.

Offer low-stakes quizzes throughout the semester to help students reconstruct learning of course information. Also, encourage students to self-test by creating flash cards. Help students learn how to self-quiz using flash cards. Have students frequently shuffle cards they answered correctly into the deck until all questions are mastered. (Roediger & Pyc, 2012)

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3. Explanatory questioning: Providing spaces where students can question course information can be a powerful opportunity for sustained learning. Two techniques to provide explanatory questioning are elaborative interrogation and self-explanation. Elaborative interrogation opportunities allow students to explore why certain information is true. When asking “why” questions, students are forced to incorporate existing information into their understanding of new concepts and topics. Elaborative interrogation also prompts students to think of similarities and differences between related topics. Similarly, self-exploration offers students a space to integrate new information with existing prior knowledge. Broadly speaking, self-exploration invokes metacognitive questioning in order to help students make personal connections to learning. (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013)

Incorporate active learning exercises like the “one-minute paper exercise” at the end of class. Ask students to write about why the topic may be relevant to their learning. Also, when introducing new material, ask students to self-explain, “What parts are new to me? What does the statement mean? Is there anything I still don’t understand?”

Consider incorporating each of these three principles into your teaching. What techniques will you use to effectively distribute information? How will you help students practice learning and re-learning course material? What teaching strategies will you use to help students retain course information? How will you make these techniques visible in your course design?

References

Brown, P., Roediger, H., & McDaniel, M. (2014). Make it Stick. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.

Dunlosky, J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013). Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest, 14(1), 4-58.

Roediger, H., & Pyc, M. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.

Rohrer, D., Dedrick, R., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900-908.

Sana, F., Yan, V., & Kim, J. (2017). Study sequence matters for the inductive learning of cognitive concepts. Journal of Educational Psychology, 109(1), 84-98.

Christopher Grabau is an Instructional Developer at the Reinert Center for Transformative Teaching and Learning at Saint Louis University.

This article originally appeared in The Notebook, the blog for the Reinert Center for Transformative Teaching and Learning at Saint Louis University. Reprinted with permission.

Call for Proposals
2018 Teaching Professor Conference
The Teaching Professor invites proposals for concurrent sessions and poster presentations for the 2018 Teaching Professor Conference, June 1-3, 2018 in Atlanta.

Now in its 15th year, The Teaching Professor Conference provides a thought-provoking and stimulating forum for educators of all disciplines and experience levels to share practical ideas and best practices that advance college teaching and learning.

Whether you are a new or returning presenter, we encourage you to seriously consider this opportunity to share your expertise at a conference of your peers.

Your submission should align with one of these nine topical areas:

  • Learner-Centered Course Design
  • Student Engagement
  • Teaching Specific Types of Students
  • Instructional Vitality: Ways to Keep Teaching Fresh and Invigorated
  • New Faculty
  • Teaching and Learning with Technology
  • Grading and Feedback that Promotes Learning
  • Scholarship of Teaching and Learning (SoTL)
  • Faculty Development

The Teaching Professor Conference is three intensive days of plenary sessions, preconference workshops, concurrent sessions, poster presentations, and more. Here is your chance to be a part of it in 2018.

Deadline for submissions is October 31, 2017.

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