Week# 4
Smart learning objectives
![A picture of the brain thinking](/uploads/5/9/5/4/59547029/6853388.png?246)
At the end of this week’s workshop, students should be able to correctly identify 85% of the following objectives:
- Define the term calibration
- Define the term reflection
- Identify an example of a growth mindset
- Determine whether intelligence is static or can it be improved upon
- Determine if retrieval practice should be used as an assessment tool or as a learning strategy
content summaries
Chapter 7: Increase Your Abilities
![Pictures of the brain thinking through multiple subjects](/uploads/5/9/5/4/59547029/5242230.jpg?305)
Brown, Roediger, and McDaniel (2014) highlight a study conducted in the 1970s that measured the varying levels of will power in school age kids. The researchers placed marshmallows at each student’s desk. The children were told that they could either eat the marshmallow now, or if they waited fifteen minutes, they would be rewarded with a second marshmallow. Out of the six hundred children tested, only one-third successfully resisted the temptation. Subsequent studies were conducted years later (the most recent in 2011), and it was determined that the group willing to delay gratification was more successful in school and in life (Brown et al., 2014). Choosing to eat a marshmallow or not is no-way indicative of one’s measure of intellect, however, this story does speak to their level of focus and self-discipline.
Some believe intelligence, like many other attributes, is simply a gift an individual is born with, or without. However, according to the authors, an individual’s intellect is tied directly to genes and their environment. Over the last sixty years, American’s average IQ has risen eighteen points—an increase some suggest is a result of environmental multipliers. An example of this theory is that a tall child is more likely to develop a greater proficiency for basketball than shorter kid who shares the same aptitude, or a curious child who seeks knowledge will become smarter than an incurious kid who does not (Brown et al., 2014).
The authors note that an individual’s IQ is less likely to rise the older one gets; however, there are three specific behaviors that can serve as cognitive multipliers:
Some believe intelligence, like many other attributes, is simply a gift an individual is born with, or without. However, according to the authors, an individual’s intellect is tied directly to genes and their environment. Over the last sixty years, American’s average IQ has risen eighteen points—an increase some suggest is a result of environmental multipliers. An example of this theory is that a tall child is more likely to develop a greater proficiency for basketball than shorter kid who shares the same aptitude, or a curious child who seeks knowledge will become smarter than an incurious kid who does not (Brown et al., 2014).
The authors note that an individual’s IQ is less likely to rise the older one gets; however, there are three specific behaviors that can serve as cognitive multipliers:
- Growth Mindset: a belief that intellect is within one’s control; those who interpret failure as a sign of insufficient effort vice lack of intelligence.
- Deliberate Practice: those who seek mastery of a certain skill and focus on the quality and the quantity of the practice therein; expert performance is often achieved after ten thousand hours or ten years of practice.
- Memory Cues: mnemonic devices that help organize and cue learning for retrieval.
Chapter 8: Learning Tips for Students
![A picture of transfering knowledge](/uploads/5/9/5/4/59547029/3688737.jpg?296)
Students, who find success, typically do so because they have formed a defined and disciplined strategy to gaining additional knowledge (Brown et al., 2014). Significant learning is difficult and often times frustrating. The individual’s attitude and approach, may to a large degree, determine his or her path going forward. The authors contend that environmental factors do contribute to one’s ability to comprehend new material, yet the vast majority of new learning is within the individual’s control (Brown et al., 2014). The three key factors that will help facilitate this are:
Practice Retrieving: When learning new material, pause periodically and ask: what are the main ideas, what terms are new to me, how does this relate to something I already know? Ensure time is set aside time every week to perform a quiz on the new material as well as material covered in past weeks. Self-quizzing will aide learning and gauge one’s ability to connect it to prior knowledge. Additionally, it will negate the need for last minute cramming.
Spaced Retrieval: Study information more than once, but leave enough time in-between sessions to forget some of the material. The time delay should vary depending on the complexity of the subject.
Interleave Different Problem Types: Alternating between subject matter will challenge one’s ability to recognize problem types which aides in selecting the correct solution. This method improves an individual’s ability to discriminate between types and characteristics—ultimately, enhancing his or her success in discerning the kind of problem they need to solve (Brown et al., 2014).
Practice Retrieving: When learning new material, pause periodically and ask: what are the main ideas, what terms are new to me, how does this relate to something I already know? Ensure time is set aside time every week to perform a quiz on the new material as well as material covered in past weeks. Self-quizzing will aide learning and gauge one’s ability to connect it to prior knowledge. Additionally, it will negate the need for last minute cramming.
Spaced Retrieval: Study information more than once, but leave enough time in-between sessions to forget some of the material. The time delay should vary depending on the complexity of the subject.
Interleave Different Problem Types: Alternating between subject matter will challenge one’s ability to recognize problem types which aides in selecting the correct solution. This method improves an individual’s ability to discriminate between types and characteristics—ultimately, enhancing his or her success in discerning the kind of problem they need to solve (Brown et al., 2014).
Carol Dweck: The New Psychology of Success [Video]
![A picture of the brain as a puzzle](/uploads/5/9/5/4/59547029/5119521.jpg)
How do we ensure kids and adults remain eager to learn (Dweck, 2013)? The answer was found by studying several hundred students entering the seventh grade (in the United States). Seventh grade was chosen primarily because of the difficulties (stringent grading, less personal environmental, social awkwardness) experienced by many children during this period of transition.
The students selected for the study started out with identical math grades. The researchers then segregated the students into one of two groups; those with a fixed or growth mindset. A fixed mindset is one who believes intelligence is static and cannot be improved; whereas a growth mindset is one who believes intelligence can be developed (Dweck, 2013). The researchers, later in the year, measured the student’s level of performance. The students who were categorized into the fixed mindset group saw a steep drop in their grades; whereas the growth mindset group saw a steady increase.
The research also included premed students at an elite university in the United States—the results were the same. Dr. Dweck (2013) believes the premise for the divergence may lie in the praise one receives from a parent or a teacher. Ability praise (you are really smart), equates to a fixed mindset and tends to stifle motivation. Conversely, process praise, focuses on hard work (good strategies, effort, persistence) and seems to sustain motivation (Dweck, 2013).
The students selected for the study started out with identical math grades. The researchers then segregated the students into one of two groups; those with a fixed or growth mindset. A fixed mindset is one who believes intelligence is static and cannot be improved; whereas a growth mindset is one who believes intelligence can be developed (Dweck, 2013). The researchers, later in the year, measured the student’s level of performance. The students who were categorized into the fixed mindset group saw a steep drop in their grades; whereas the growth mindset group saw a steady increase.
The research also included premed students at an elite university in the United States—the results were the same. Dr. Dweck (2013) believes the premise for the divergence may lie in the praise one receives from a parent or a teacher. Ability praise (you are really smart), equates to a fixed mindset and tends to stifle motivation. Conversely, process praise, focuses on hard work (good strategies, effort, persistence) and seems to sustain motivation (Dweck, 2013).
How to Use Retrieval Practice to Improve Learning
![Gears of the mind](/uploads/5/9/5/4/59547029/1983128.jpg?222)
Retrieval practice is a strategy that students can use to increase learning without the use of additional money, technology, or class time (Agarwal, Roediger, McDaniel & McDermott 2013). Retrieval practice is likely something most students have encountered in the classroom—through questions, quizzes, exams etc. The difference, the authors propose, is that this tool should be used as a learning strategy vice an assessment tool (Agarwal et al., 2013).
Most students prepare for an exam by rereading and cramming the material into the brain. This method seems to get the students through the next test, but severely hampers long term retention. Retrieval practice makes learning more challenging which may seem counter-intuitive, but the opposite is actually true. The more difficult the material is to learn, the better one’s chances are of retaining the information (Agarwal et al., 2013).
Research demonstrates that retrieval practice shows distinct improvements in long-term learning and does not just lead to memorization—it actually increased learning. Additionally, it improves students:
Most students prepare for an exam by rereading and cramming the material into the brain. This method seems to get the students through the next test, but severely hampers long term retention. Retrieval practice makes learning more challenging which may seem counter-intuitive, but the opposite is actually true. The more difficult the material is to learn, the better one’s chances are of retaining the information (Agarwal et al., 2013).
Research demonstrates that retrieval practice shows distinct improvements in long-term learning and does not just lead to memorization—it actually increased learning. Additionally, it improves students:
- Complex thinking skills
- Organization of knowledge
- Transfer of knowledge to new material
connection to field and/or discipline
![A picture of feedback between two people](/uploads/5/9/5/4/59547029/485023.jpg)
In my work center, each member is required to receive feedback three times per year. The initial session lays out the expectations the supervisor has for the employee. The second feedback is administered halfway through the year and measures the level of performance against the initial expectations. Further, the supervisor provides additional guidance on how the individual can improve in certain areas. The final feedback is given at the end of the year and rates the individual’s overall performance versus the expectations.
Prior to the second evaluation, I provide my members with a blank evaluation form and ask them to rate themselves (self-reflection). We then compare his or her perceived performance against my evaluation of their performance. Additionally, during these feedback sessions, I am careful to focus on process not the ability of the individual. This approach seems to lower their defenses and can help facilitate a mentor-protégé type relationship instead of a supervisor and subordinate one.
Prior to the second evaluation, I provide my members with a blank evaluation form and ask them to rate themselves (self-reflection). We then compare his or her perceived performance against my evaluation of their performance. Additionally, during these feedback sessions, I am careful to focus on process not the ability of the individual. This approach seems to lower their defenses and can help facilitate a mentor-protégé type relationship instead of a supervisor and subordinate one.
Suggestions for implemetation
![A picture of a recent graduate](/uploads/5/9/5/4/59547029/8340264.jpg?231)
The techniques proposed by Brown et. al. (2014), Dweck (2013), and (Agarwal et al., 2013) have been empirically substantiated, shown that they to take no more time or money, and do not require any additional technology to improve one’s abilities. Educators should introduce spaced instruction, peer feedback, and present low-stakes quizzes to assist with active retrieval. Additionally, students can benefit from utilizing elaboration, which defines the process of finding new ways to layer the meanings of new material. Another method is to reflect on the material one just learned by asking: what went well or what could I have done better? Lastly, students will benefit from the method of calibration—or an instrument that provides an objective assessment by clearing illusions and better reflecting realty (Brown et. al., 2014).
formative assessment
Use the Quizlet exam below to assess your comprehension of the SMART learning objectives.
references
Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2013). How to use retrieval practice to improve learning. Washington University in St. Louis.
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.
Dweck, C., (2013). Mindset: the new psychology of success [Video file]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM
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.
Dweck, C., (2013). Mindset: the new psychology of success [Video file]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM