Week# 3
Smart learning objectives
![Knowledge](/uploads/5/9/5/4/59547029/832254.png?170)
At the end of this week’s workshop, students should be able to correctly identify 85% of the following objectives:
- Identify the term used to properly evaluate your judgment to a given scenario
- List the three things that can lead to misinterpreting information
- Identify a method of instruction that forces students to arrive at a consensus decision
- Name the three intelligence types identified in this week's workshop
- Name the specific test that allows students to uncover their weaknesses
content summaries
Chapter 5: Avoid Illusions of Knowing
![Question Mark](/uploads/5/9/5/4/59547029/4155249.png?170)
Individual performance is based in part on one’s ability to properly judge his or her surroundings. These may range from a dangerous activity to choosing when to speak up during a meeting. The accuracy of that decision will at times be overt and immediate, in the form of feedback from colleagues or a superior. Conversely, said feedback may also be withheld and potentially place strain on a relationship. The ability to properly evaluate ongoing situations is referred to as metacognition (Brown, Roediger, and McDaniel, 2014).
It is no secret that the human mind is not infallible. In fact, it is actually prone to error. Cognitive bias, illusions, and stories constructed within the mind can contribute to gross miscalculations (Brown et al., 2014). To improve one’s ability to properly access their interpretation of a given scenario, the two-part analytic process that determines judgment must first be understood. System 1 provides an immediate response to a significant event. It is composed of unconscious thought and can be intuitive in nature; whereas System 2 invokes conscious thought and analytic reasoning. There is a time and place for both, however, learning when to rely on instinct or when to question it, will increase one’s chances for success (Brown et al., 2014).
A person’s memory may also become distorted over time; as it is impossible to remember every step that led to a specific occurrence. Researchers believe the mind will remember the elements that bore the greatest significance to the person, and the remaining gaps will be filled with illusions—or what the mind perceives to be correct. Additionally, suggestion, inference, and knowledge of illusion can all contribute to misinterpretation (Brown et al., 2014). The authors note a few ways to combat this phenomenon is to incorporate the following tools:
It is no secret that the human mind is not infallible. In fact, it is actually prone to error. Cognitive bias, illusions, and stories constructed within the mind can contribute to gross miscalculations (Brown et al., 2014). To improve one’s ability to properly access their interpretation of a given scenario, the two-part analytic process that determines judgment must first be understood. System 1 provides an immediate response to a significant event. It is composed of unconscious thought and can be intuitive in nature; whereas System 2 invokes conscious thought and analytic reasoning. There is a time and place for both, however, learning when to rely on instinct or when to question it, will increase one’s chances for success (Brown et al., 2014).
A person’s memory may also become distorted over time; as it is impossible to remember every step that led to a specific occurrence. Researchers believe the mind will remember the elements that bore the greatest significance to the person, and the remaining gaps will be filled with illusions—or what the mind perceives to be correct. Additionally, suggestion, inference, and knowledge of illusion can all contribute to misinterpretation (Brown et al., 2014). The authors note a few ways to combat this phenomenon is to incorporate the following tools:
- Peer instruction: a method that poses a question to a group of students and giving them only a few minutes to reach a consensus decision.
- Cues: paying attention to the details that formed your decision making
- Corrective feedback: both instructor and student should seek feedback on their decision making to reduce the likelihood of repeating the same mistake.
Chapter 6: Get Beyond Learning Styles
![Learn](/uploads/5/9/5/4/59547029/2903721.jpg?344)
Educators, at all levels, have preached the importance of adjusting instruction to conform to varying learning styles. Millions of dollars and man-hours have chased this theory, yet the benefits have never been substantiated. Conversely, one theory that has proven beneficial, is when the instructional style matches the nature of the content. (Brown et al., 2014).
The author details an expansive list of varying intelligence types (analytical, creative, and practical, etc.), but many argue that static tests prevent an accurate assessment of individual potential. Dynamic tests, on the other hand, enables people to uncover their weaknesses and work towards correcting them. Dynamic testing is composed of three distinct steps:
Regardless of the method one chooses to follow, each person must actively seek out the style they believe to be most beneficial, but also careful not to just rely on what feels best. A common misconception is that if the information is hard, the approach must be wrong—quite the opposite. Difficulty will add to the depth of knowledge and increase one’s ability to later retrieve it. That is not to say everyone must choose the most difficult method or material—if personal preference dictates a predilection for example style learning, he or she should use the interleaving and spacing approach to increase the effectiveness of the lesson. By incorporating methods of learning with the structure one already possesses, the chances of retention are much greater.
The author details an expansive list of varying intelligence types (analytical, creative, and practical, etc.), but many argue that static tests prevent an accurate assessment of individual potential. Dynamic tests, on the other hand, enables people to uncover their weaknesses and work towards correcting them. Dynamic testing is composed of three distinct steps:
- Step 1: a test that identifies certain areas that need improvement
- Step 2: dedicating oneself to learning the material through reflection, practice, spacing and other techniques
- Step 3: repeating the test while paying particular attention to what works and what does not
Regardless of the method one chooses to follow, each person must actively seek out the style they believe to be most beneficial, but also careful not to just rely on what feels best. A common misconception is that if the information is hard, the approach must be wrong—quite the opposite. Difficulty will add to the depth of knowledge and increase one’s ability to later retrieve it. That is not to say everyone must choose the most difficult method or material—if personal preference dictates a predilection for example style learning, he or she should use the interleaving and spacing approach to increase the effectiveness of the lesson. By incorporating methods of learning with the structure one already possesses, the chances of retention are much greater.
Jeffrey Karpicke: Student Assessment Part 1 [Video]
![Hand Raised](/uploads/5/9/5/4/59547029/6976941.jpg?238)
Rereading text is by far the most common method used to master new material—yet, it has repeatedly been shown that it does not produce the highest levels of recollection. A greater producing method, as illustrated by Karpicke (2013), is retrieval-based learning. When a person retrieves knowledge, they actually influence or change the process of learning, as it directly effects and enhances the comprehension of the material.
Three groups of college students at Washington University were given a sample passage to read. The first group read the passage four times, the second group read the passage three times and had to recall it once. The final group read it once and recalled it three separate times. Afterwards, the students were asked to predict their success based on the method they used. The students who continually reread the material (encoding), believed they would have the highest rate of success—the group that practiced recalling, indicated they would have the least amount of success. All three groups were retested one week later. Much to their surprise, the group that continually practiced recalling the information performed significantly better than the encoding group.
Three groups of college students at Washington University were given a sample passage to read. The first group read the passage four times, the second group read the passage three times and had to recall it once. The final group read it once and recalled it three separate times. Afterwards, the students were asked to predict their success based on the method they used. The students who continually reread the material (encoding), believed they would have the highest rate of success—the group that practiced recalling, indicated they would have the least amount of success. All three groups were retested one week later. Much to their surprise, the group that continually practiced recalling the information performed significantly better than the encoding group.
connection to field and/or discipline
![PC picture](/uploads/5/9/5/4/59547029/7073368.jpg?305)
As an analyst, cognitive bias and illusions of knowledge are always worrisome. We are trained not to fall victim to bauchgefühl—or our gut reactions. When addressing a problem set, we must interleave intuition with conscious thought and analytic reasoning to prevent miscalculations. On the battlefield, however, the System 1 approach may very well keep you alive. Knowing which system to use is not always intuitive, therefore a conscious and continual effort must be given (if time permits). Additionally, knowledge, experience, and corrective feedback will also assist with one’s accuracy in decision-making.
Suggestions for implemetation
![Concept Map](/uploads/5/9/5/4/59547029/2988584.jpg?182)
The techniques proposed by Brown, et. al. (2014) and Karpicke (2013), have been empirically substantiated and shown to take no more time than traditional methods of instruction. Educators should introduce spaced instruction, peer feedback, and present low-stakes quizzes to assist with active retrieval. Additionally, students can benefit from utilizing a concept map—which allows students to practice retrieving while at the same time adding to their knowledge bank. And finally, writing down clues about the material vice taking dictation will enhance retrieval efforts well after the student has left the classroom.
formative assessment
Use the Quizlet exam below to assess your comprehension of the SMART learning objectives.