Week #1
SMART Learning Objectives
At the end of this week’s workshop, students should be able to correctly identify 85% the following objectives (some of which will be represented in the quizlet exam below):
- Define the term elaboration
- Identify two common study techniques that do not produce the best results
- Identify an effective technique to recall information
- Identify three problems associated with simply rereading material
- Define the term reflection
- Identify why corrective feedback can be beneficial
CONTENT SUMMARY
Chapter 1: Learning is Misunderstood
Brown, Roediger, and McDaniel (2014) detail the accounts of Matt Brown, a twin-engine Cessna pilot who ran into trouble on a cross-country flight. The actions taken by the pilot not only identified his aeronautic ability, it highlighted the muscle memory used to perform critical and specific maneuvers during an in-flight emergency (IFE).
The pilot was easily able to recall the IFE procedures due to a similar incident noted during his ground training. A fellow student detailed a similar event that happened to him while in-flight. Matt realized that could have very easily been him and used the process of elaboration to commit it to memory. Elaboration is a means of processing new material that is specific to the individual and adds to his or her body of knowledge. This method of memorization carries more significance than simply rereading the text or massed practice. Rereading material to gain competence may seem intuitive, but the authors note:
The pilot was easily able to recall the IFE procedures due to a similar incident noted during his ground training. A fellow student detailed a similar event that happened to him while in-flight. Matt realized that could have very easily been him and used the process of elaboration to commit it to memory. Elaboration is a means of processing new material that is specific to the individual and adds to his or her body of knowledge. This method of memorization carries more significance than simply rereading the text or massed practice. Rereading material to gain competence may seem intuitive, but the authors note:
- It takes a great deal of time
- It does not produce the intended results
- It is self-deceiving
Chapter 2: To Learn, Retrieve
The second chapter of Make it Stick addresses the information retrieval process. The authors tell the story of Mike Ebersold, a Wisconsin Neurosurgeon who was charged with triaging a gunshot victim. After assessing the situation, the doctor tried to determine all the possible difficulties he may have to contend with while operating on the patient. As a result of Dr. Ebersold reflecting on his years of training and experience he was able to save the man's life..
Reflection, similar to elaboration, builds on the body of knowledge yet differs with the addition of mentally rehearsing what one would do differently if faced with the same challenge (Dr. Ebersold had previously thought through what he would do if that situation ever presented itself). The most effective means of retrieval is to continually repeat the process to the point where it becomes reflexive—where the person acts on instinct before thinking through the process. Moreover, if the retrieval process requires a great deal of concentration, or effortful retrieval, the stronger the learning outcome.
Repeated testing increases the transfer of knowledge to individuals more effectively than those not tested, however, one does not necessarily need to wait for the teacher to administer pen and paper. Flashcards are essentially a self-administered test anyone can do. It will identify the gaps in knowledge and reduce the amount of time required to gain competency (Brown, et al.,2014).
Corrective feedback can be largely beneficial to the student so he or she does not retain the wrong information. And finally, frequent tests that do not account for major portions of students grades, typically produce better overall scores and retention (Brown, et al.,2014).
Reflection, similar to elaboration, builds on the body of knowledge yet differs with the addition of mentally rehearsing what one would do differently if faced with the same challenge (Dr. Ebersold had previously thought through what he would do if that situation ever presented itself). The most effective means of retrieval is to continually repeat the process to the point where it becomes reflexive—where the person acts on instinct before thinking through the process. Moreover, if the retrieval process requires a great deal of concentration, or effortful retrieval, the stronger the learning outcome.
Repeated testing increases the transfer of knowledge to individuals more effectively than those not tested, however, one does not necessarily need to wait for the teacher to administer pen and paper. Flashcards are essentially a self-administered test anyone can do. It will identify the gaps in knowledge and reduce the amount of time required to gain competency (Brown, et al.,2014).
Corrective feedback can be largely beneficial to the student so he or she does not retain the wrong information. And finally, frequent tests that do not account for major portions of students grades, typically produce better overall scores and retention (Brown, et al.,2014).
Cognitive Enhancement of Education: From the Lab to the Classroom [Video]
Dr. Roddy Roediger (2014), a professor at Washington University (St Louis), presented a lesson on the lack of changes to education over the past 130 years.
He showed graphical representations of studies conducted on a group of students who were presented a list of 60 pictures. After the studying took place, the students were broken into groups. One group was given three tests, one group took one test, and the last group was not tested. The same students were then retested one week later. The students who had three tests administered were able to recall about 50 percent more of the material than the students who were not given a test after the initial study period (Roediger, 2014).
A subsequent study was conducted based on guidance presented in most study guides—to study an item once or twice and drop it and move on. Roediger compared the drop-out scores against a standard study technique (the specific type was not clarified). The retention levels were higher amongst the drop-out groups, yet when that same group was later tested, they forgot more of the information. Therefore, the short-term effects may produce better results initially, however, the long term retention rates using this method suffered.
Finally, the author presented desirable difficulties, a concept that contends difficult material learned at a slower pace will produce greater rates of retention. Further, repeated retrieval, as in continually testing oneself vice repeated studying, will enhance the rate at which material can be accessed from memory (Roediger, 2014).
He showed graphical representations of studies conducted on a group of students who were presented a list of 60 pictures. After the studying took place, the students were broken into groups. One group was given three tests, one group took one test, and the last group was not tested. The same students were then retested one week later. The students who had three tests administered were able to recall about 50 percent more of the material than the students who were not given a test after the initial study period (Roediger, 2014).
A subsequent study was conducted based on guidance presented in most study guides—to study an item once or twice and drop it and move on. Roediger compared the drop-out scores against a standard study technique (the specific type was not clarified). The retention levels were higher amongst the drop-out groups, yet when that same group was later tested, they forgot more of the information. Therefore, the short-term effects may produce better results initially, however, the long term retention rates using this method suffered.
Finally, the author presented desirable difficulties, a concept that contends difficult material learned at a slower pace will produce greater rates of retention. Further, repeated retrieval, as in continually testing oneself vice repeated studying, will enhance the rate at which material can be accessed from memory (Roediger, 2014).
Connection to Field and/or Discipline
A military career, like many other professions involves a good deal of study and a lot of practice. Once an individual has obtained a certain level of proficiency, he or she will be released into the field to do his or her job.
For the past two decades the preponderance of my work has focused on the Middle East and North Africa. These are two volatile regions that provide the United States Government with a great deal of heartache and at times hyperextends its diplomatic arm.
In 2012, North Africa had become increasingly unstable. Tunisia, Egypt, and Libya had seen their leaders ousted; chaos and anarchy had become the norm. September 11 was especially bad, the American Embassy in Cairo was overrun and later the U.S. Consulate in Benghazi, Libya was attacked.
The command I was assigned to was tapped with going into Libya to repatriate Ambassador Stevens and four other American dead. I am leaving out a lot of details, but it was a mission executed with extreme precision. The reason being everyone trained as a team, they were repeatedly tested, and continually given feedback.
For the past two decades the preponderance of my work has focused on the Middle East and North Africa. These are two volatile regions that provide the United States Government with a great deal of heartache and at times hyperextends its diplomatic arm.
In 2012, North Africa had become increasingly unstable. Tunisia, Egypt, and Libya had seen their leaders ousted; chaos and anarchy had become the norm. September 11 was especially bad, the American Embassy in Cairo was overrun and later the U.S. Consulate in Benghazi, Libya was attacked.
The command I was assigned to was tapped with going into Libya to repatriate Ambassador Stevens and four other American dead. I am leaving out a lot of details, but it was a mission executed with extreme precision. The reason being everyone trained as a team, they were repeatedly tested, and continually given feedback.
Suggestions for implementation
Active retrieval is a key component to improving ones ability to retain information. While most students benefit in the short term from the drop-out method, the long-term memorization will most likely not be there. The slower and effortful approach seems to be a solid method for retaining the material. The key is to start studying the material early, break up the readings into smaller chunks, and make notes on flashcards. This method increases the likelihood of long term retention and makes the coursework much more manageable (Brown, et al.,2014).
Formative Assessment
Use the flashcards below to test your comprehension on the SMART learning objectives for Week #1.
References
- Brown, P. C., Roediger, H. L. III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press of Harvard University Press.
- Roediger, H. L. (2014, June 12). Cognitive enhancement of education: From the lab to the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=4tz8gVPHhFE