A student teacher here! You beautifully condensed a full semester class into 14 minutes. I’ll be sure to try these in my classes that I’m student teaching with! :D
Yup. As someone studying for an EdD in a curriculum/instruction related field, I got a bit nervous that a simple RU-vid video might tell me what I’ve learned was wrong. Walked away oddly validated.
Interesting that you do learn this, tells me that the field is indeed trying to be up to date which is of course awesome! :) I plan on doing a PGCE after my Bachelor's so it's kinda nice to know what people learn when they dive straight into a teaching degree.
I'm not sure why they chose this video for me to sponsor this month over those other two great options. Perhaps they wanted to allay any suspicions of the science content of the video being biased due to the sponsor?
@@SrFoxley If anything, this topic would be a good thing to promote on either of those sites and helping the education system improve in any way is always welcome, so a little sponsor bias wouldn't harm. But foxes are cool so I'm not complaining.
Yep! That's me! And... er... you're welcome! But thanks also to the other patreons and especially the hard-working Scishow crew who bring us this excellent content, eh!
@@SrFoxley I'm following Scishow for a while now and can't really afford to "sponsor" them. This vid, I felt, was really something to share for the "greater good" and you're part of it (and no other sponsors), so, thank you again!
I mean, technically he only said don't cram if you want to retain information for any significant length of time. If you literally only need it for the exam and then never again idk if it matters (he didn't say so idk)
@@lizzyol I totally agree with what you're saying I used to cram the night before and sometimes I would even get some rest and set my alarm for 3 in the morning so that I could get up and write some more but anyway it seemed to help me out a lot the night before and studying in the morning before class, this is not advice on being a great student I'm just saying that that kind of thing worked for me when it had to although I wish I would have adopted better studying habits!
My final year project at uni was about optimal learning techniques. I read more than 50 studies (Dunlosky et al. 2013 was the most informative overall) and wrote a 10k word report on it. Felt so excited to immediately understand everything in this video.
I can still remember all the things we learned in classes where there were activities to discover the answer to a problem by yourself. Around 15 years ago. This checks out!
The spacing method makes a lot of sense evolutionary animals encounter lots of novel things they never encounter again, remembering all of it would be wasteful, but if you encounter something more than once the chances of it being useful information necessary for the future increases substantially
all this video tells me is: 1. to marathon all sci-show videos at least once month to retain the factoids better 2. not reading the manual is a good thing
Wow didnt expect this to validate my study methods. Which literally consists of me just testing myself over and over until I remember it again. Yay quizlet and proprofs xD
I guess it validates my method even more: Studying *a lot*, just for fun. Many years in advance compare to the teaching schedule. And act as the surrogate teacher for the classmates all day long.
In college I literally ONLY studied woth practice tests and I would highly recommend it. To study for each test get ahold of as many practice tests as possible (optimally 3). Then Make a cheat sheet Take the timed practice test. Grade it and find out why the right answers were right Repeat (including making a completely new cheat sheet) If you start evening out on a grade because of mostly dumb mistakes then just remember how many you tend to make and on the actual test double check for that many dumb mistakes. And if you can't remember a concept, (even if you dont have access to the cheat sheet) try and remember where you put it first and then what it was.
I can confirm that this definitely works. Our physics professor used to have "feedback sessions" every day where he asked questions related to the material we had studied the day prior. And we kept coming back to our older concepts throughout the year. I retained a lot of information and didn't have to study as much for my finals because of that.
When I was in college, I asked my roommate (who was from China) to take my pet chicken for a walk. When I came back hours later we ate some delicious stir fry. (yes, there's a pun in there)
Just took my "last" CPA exam (won't get scores back until next month), and I can confirm that consistent testing/quizzing definitely was more effective than studying for hours every day. On test day, it was so easy to recall all of the information because it was just like another day of quizzing. I was only stressed in the sense that I was very alert. Not nearly as stressed as I had been on the exams that I had studied traditionally.
As a person who's deep in the Education literature, I loved this video. It's a summary of a lot of the stuff I talk about and have tried to implement. One important detail you missed out though: Learning styles *are* indeed ineffective, however multi-modal learning is well-supported by the literature. So teachers who use the ideas of learning styles, actually accidentally end up improving their outcomes. (Provided they aren't actually splitting kids up by learning style.)
Correct me if I am wrong, but the last research I came across was teachers should match the modality to what is being taught. So if I am going to teach someone how to throw a curve ball, I better have some kinesthetic teaching in there. However, teaching English and then randomly throwing in jumping-jacks just to add kinesthetics would be silly.
@@MrMcr75 This conversation only applies to things for which there are multiple approaches that can lead to successful learning. Clearly you can't learn how to throw a curve ball purely by reading about it. People have *hypothesized* about what you just said. That is, it seems very possible that each piece of information or skill imparted may have an optimal modality. And I certainly don't need to be convinced that this is true for something like throwing a curve ball. But my understanding is that the idea of the optimal modality existing for all learning goals has not been proven, any more than the original learning style hypothesis has been proven. What we have seen in studies is that using a variety of modalities leads to better learning outcomes. We don't know why that is, since there was no cause and effect proven. It may be as simple as: kids are less bored and pay attention more, rather than anything neurological. However, there are possible neurological explanations too -- it seems likely that repetition of a particular piece of knowledge in multiple contexts helps move it into long-term memory. However, whatever the reason, multimodal learning does seem to work in general. A classroom where kids reinforce the same knowledge through a mixture of modalities is one where they learn more effectively.
@@d_dave7200 I find teaching requires finding the right mix of structure and variety. For example, review is very integrated into how my class is structured. It is consistently done, but the specific strategies I use to review are varied. I find doing the same thing over and over definitely has a diminishing return. As we head into the end of the current school year I am finding I have to extend beyond the variety I have already implemented because students are getting bored with the current strategies in the rotation. Being less bored is beneficial for students (and teachers). I always consider my job as being able to explain my content in a million different ways and a part of that involves mixing modalities. It is nice to know I am on the right track. Anyways, now I am going to spend the night looking up research on modalities.
Thanks! I'm in teacher training for primary school and I love to know about the science background of it. Also, thank you that you always emphasize on how important this job is. I feel like it usually isn't considered how much teachers shape society
I saw a video once where Itzhak Perlman was giving practice advice, and he recommended small chunks of practice spaced out during the day -- still intense practice, though. I mean, this is Itzhak Perlman we're talking about. But his defense of this was, "If you learn something slowly, you forget it slowly." It gets time to soak in. This video just reminded me of that phrase of his. If you learn something slowly, you forget it slowly.
The problem I run into when using discovery-based lessons is time. It takes more time to both prep and deliver discovery-based lessons than traditional lecture. Plus, there exists a list of things that I HAVE to cover in one semester. It's such a careful balance to keep; I often have to ask myself: Do they earn a deeper understanding for a few topics, or do I cover everything on that list? There are a few forgivable omissions to the curriculum, but it's frowned upon. ...It's a pickle.
It's been a while since I've been in school, but I'd recommend either 1) not spending much class time on independent discovery-based learning and instead integrating it as a large term project, or 2) find a broad example that fits with a lot of what you already need to cover and frame the material in terms of it, e.g. I started making a RU-vid series teaching how to solve the Schrodinger equation of quantum physics as the context for learning basic calculus, algebra, etc. It's much more interesting if there's a concrete, cool example of what you can do with some knowledge than if the material is just presented as bland and isolated. I also remember that the last question on my grade 12 chem exam (around 15 years ago) involved balancing equations, rates of reaction, equilibrium, ideal gas law, and other material all in one big problem linking them all together, so it all depends on the context. :)
I want to emphasize a point made in the video about problem-based learning. It is a useful tool, but you must have students who possess a degree of mastery with the content before it is beneficial. I see such a big push in education to use problem-based learning or inquiry learning with minimally guided instruction. Let students decide what they want to learn. Let students decided the question they want to tackle. This is a great learning strategy, but only when students have been provided with a solid foundation to build from. I see this step to establish a foundation skipped, sometimes to the point where any direct instruction is discouraged. This is not what the research says is productive. As someone involved in education for over a decade, I am consistently saddened by the rush to adopt the "next best thing" in education without bothering to see what the research shows.
Agreed. It seems to me that they've taken on board the benefits of problem-based learning, but have failed to understand the idea of the "zone of proximal development".
1. Space learning over time vs. 'cramming' 2. Quizzing is valuable to practice memory recall 3. Active learning: 'let students teach themselves' ex. through group work or 'problem based learning'
When your a preschool teacher, trust me, enthusiasm matters! Also, young children learn the best through play. They learn emotional regulation, social skills, problem solving, self awareness and many pre math and pre reading skills. Parents, ensure your young children play socially as much as possible, they will be better students and better people for it long term. This is well studied and more people need to hear it.
Hey, these methods are things that I already directly employ in my courses - primarily undergraduate-level anatomy & physiology courses, although I refer to them as self-assessment and teach-it. The spacing out I tend to cover by informing them that cramming shouldn't work, and they should be studying each week from the topics we've gone over, despite high-stakes assessments coming about once a month. I stress to my students that using methods and technologies to test themselves of the concepts is very important and shouldn't be over-looked. I present the quizzes we have each week as an opportunity for them to identify what they know well, and identify what they still need to work on to improve their understanding for the exams. In addition, I provide additional sources of test-like questions (some multiple choice, some more open-ended critical thinking to weave together a larger tapestry of that information we've covered) and tell them to use it to evaluate where they stand. The students that take my advice and approach it this way tend to be more engaged in lecture, ask more probing questions along the way, and show a much higher performance when it comes to exam time. For the teach-it, I often tell my students that the best way to see if you know something is to have someone ask you questions about it. Which does overlap with the self-assessment in some facets, but expands upon it. For this example in particular, I openly admit that I didn't have the same deep comprehension of anatomy and physiology when I was a student in my own intro courses. It wasn't until I was teaching it, had to explain the topics in my own words, and answer the questions that students asked (typically relating to some medical condition) that I began to look at some of these relationships in far more detail. Have a study group? Bounce ideas off of each other. Even if you know the answer yourself, hearing someone else explain how smaller pieces of information fit together to answer it can help you refine your own understand of it. And it can obviously help that other student while they solidify their knowledge through the explanation itself. Thanks for the video on this, I will certainly be sharing it with my students to try to convert the others that have been a bit resistant to giving some of these changes a try.
As a dance student and an aspiring dance teacher I’d love to learn how well these methods work and translate over to physical/non academic settings. Or if there are other science backed methods that work better for non academic classrooms. I already feel there’s an advantage with dance/sports since there’s such a physical hands on element to it. But knowing the best science backed methods to improve myself or students would be cool
Thank you so much for this video! I've been teaching English for 7 months now in Korea and my Co-Teachers don't like that I spend so much time each day reviewing what we did before. Now I can tell them confidently that science is on my side! And my students really do enjoy the freer, collaborative activities that we do together more than the straight-laced lecture styles of my colleagues.
I thought reviewing material involves making nuanced but important new connections to prior information? We learn in teachers college in Canada that guiding students towards metacognition early on gets them to decide if they need additional support to improve on their knowledge. I agree that reviewing is beneficial to classroom learning in science topics.
We had PBL classes in college (problem based learning). But they were done so wrong, because there was so much report writing and you could leave when your group was done that it naturally shifted that those who already had the knowledge of the problem solved it, and those who had writing and editing skills were just writing the report at the same time. Our group tried switching it up to help with the learning, but it was difficult not to get social pressure to leave earlier when you saw other groups leaving hour or two earlier. I can honestly say I can't remember anything from those PBL classes, because I just wrote and edited our reports to teacher about how much everyone learned about the subject and please give us all the best grades for this class please please please. Just... had to get this of my chest because hearing words problem-based learning awoke this memory and I had many not-so-great feelings about those classes
My online school embeds formative quizzes into the course content and they always really help me remember what I just read. Retrieval practice at it’s best
A great aid to this "spacing" effect approach is to have a college or university professor that actually covers the materials in a good book that they actually use. I would strongly suggest teachers practice making a "spaced learning" curriculum in the form of a book they find. If the teachers can't find a good book on the life experience they had learning their trade, then maybe they could learn how to become a published author of their own curriculum after "clinical study" in the classroom. Follow-up exams to alumni and course exit interviews on beginning material is ideal to show what was captured successfully on average by a wide spectrum of students. This could help you gage your own performance for requesting a promotion.
As an aside I teach adults with developmental disabilities how to do art. We see their improvements over the years not weeks. So, it’s really interesting when someone says they haven’t learned anything, you just pull out their earlier work (from like five years ago) and the difference is remarkable.
Another hack they taught us in the Navy is to involve as many senses in the learning process as possible. For example a teacher reads something to us which we hear, then we write that info down with pen and paper, then we read the information out loud. Each of these will help build those memories.
Active learning is the best way forward in my opinion. Of course provide help to those who need it otherwise but collectively it seems like a more well rounded approach it just needs some development.
Problem-based case study is the way to go, it's actually enjoyable, boosts your curiosity so you wind up wanting to figure out the subject, even if it's not your favourite. The only drawback is if you don't have enough background information about it and don't know where to even start looking for it - in that case the stress will take over. :/
Haven't watched the video yet but here are my predictions: 1. To remember information better make connections for how this information personally relates to you. Connect it to certain mental (or physical) "triggers" to help you recall information easily. 2. To make sure you understand a subject fully you have to be able to teach it [correctly] to someone else. 3. Experiment with learning styles. The more different learning mediums you use to learn something that engage your different basic information absorbing senses - such as visualization, reading, listening & applicating - the better. This is why these kind of videos are so effective - because they use a bunch of different mediums at the same time. (visualizations with the animations and stuff, reading to highlight important points with the text on screen parts, speech (obviously), and having a perky enthusiastic host that makes the information sound exciting and keeps your attention is also a very important feature. The best teachers know how to make the most boring subject an exciting interesting one.) 4. Cut difficult subjects into progressive chunks and learn them in order without making short cuts. When you're learning how to read there's a reason why they teach you the alphabet before they teach you how to write complete words, then sentences and then have you answer questions based on the sentences you just read (to test your understanding of the sentence). It's the natural progression of learning, even as an infant this is the way in which you learn how to speak! 5. Experiment with teaching styles and find the one that you feel you can articulate the information forward with the best, but don't neglect getting better at teaching in other ways because different people learn best in different ways and you need to be flexible and change your teaching method according to their needs. 6. Work on your building healthy student-teacher relationships with your students. If you gain their trust and respect they will be more inclined to listen to you. That goes for other areas in life too, of course.
I'd love it if you guys could talk about open book testing versus closed book testing. I'm most curious about this subject as it relates to engineering, where you're frequently referencing formulas and numbers from specific tables and where your math and creative skills are more important than being able to regurgitate information, but could open book testing be useful for other subjects as well?
While I couldn’t cite a study for you there is something to be said about the lack of negative effects of open book testing depending on the goal of the test. If the goal of the test is to confirm comprehension of when and how to apply certain information then using something like a formula sheet wouldn’t be such a bad idea because you’re not looking for memorization of the formula. Now if the teacher wants to confirm that as well then it’s their choice based on their experience. In the lower level of education like elementary and middle school we really can’t do open book tests because the goal is pretty much memorization and drawing simple conclusions. High school is still the same, it’s quite a bit of memorization, but about half way through it switches to more analytical thinking so there might be some opportunities for open book even though most teachers will still avoid it
@@lac.2558 I agree that, in elementary and middle school, there should only be closed book tests. And, when I was in high-school, we were allowed to bring a 1 page cheat sheet for the final exam of grade 12 math and physics, and I think that's reasonable. But, when you're getting to the really difficult courses, from college and university, then I can't see the point of memorizing a massive amount of information which you rarely apply and immediately forget after the test is over. I remember that Hank was talking about how there's a shortage of engineers, and I believe this is a very sensible way of encouraging people to choose this profession.
Mike C I would think at the college level, using your engineering example, it makes sense to use closed book testing because the goal of that test is to make sure you have memorized the information since that is what you’ll need to know for a career. As an engineer you might have access to all of your notes and formulas, but it would take significantly longer to go back and forth looking everything up rather than trusting information you’ve studied and memorized.
@@lac.2558 When you're doing anything related to engineering, your decisions could cause the death or injury of many people, or it could cost or save your company a large sum of money. So we're talking about very important information, which should be double checked in order to avoid disaster. Also, you guys did a video on vivid memories ( ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-3kE1M-MfXxc.html ) and said: "Rehearsing memories isn't perfect. Your brain will often try to fill gaps in your memory with things that might feel like they're true but really aren't. [...] After 3 years, subjects remembered 57% of details accurately, even though they were sure they were remembering right." And that was about flashbulb memories, which is the most vivid type of memory you can have. So I think it's reasonable to discourage engineers from relying on their memories. And, when we're talking about having access to one's notes or formulas, all that means is having a tablet computer and using the Find function in order to look for a keyword. In the past, this technology didn't exist; but now it does and our world is more complicated than it ever was, so it makes sense to use it. I think students will naturally memorize some information when they are forced to use it repeatedly. So maybe we should give students both out-of-class and in-class assignments, where they have to prove they can understand and apply their knowledge, instead of making them regurgitate information, which they may never need in their future career. Basically, we would be replacing their time, which was spent on reading the same information over and over again, with the same amount of time, but spent on solving problems and looking up information. From my perspective, this seems like a more efficient way of teaching students to be good engineers. And solving a wide variety of problems seems a lot more interesting to me than reading some piece of information over and over again.
You're welcome, hotdrippyglass! (Do you blow glass, then? That's awesome!) Really, though-- thanks to the other patreons (who in total donate a lot more than me each month), and especially the excellent Scishow crew who actually do all the hard work to bring us all this enlightening content, eh!
@@SrFoxley I do not blow glass but I do melt pencil thin colored glass rods to make glass beads. Look up Lampworking when you have time. Here's a link to get you started; ttps://ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-LAuYzysQzXA.html
You guys are amazing. I mean, I heard every single one of those techniques at the university in the lecture about psychology of learning, but exactly that is what amazes me. I think we live in a great time of human history and the discovery of the human mind might be as fascinating as lashing out into the universe.
My best method: Revising while making turn-around flashcards with questions/things I have to answer then, spending an hour every day or so answering those flashcards. Currently learning the entire semester of physics this way..
When I was a TI in grad school, I had the two day a week evening class. So I broke it down into 1/3 lecture and 2/3 problem solving the first 1/3 of that was homework review and the second 1/3 was to do more practice problems in the material we had covered that day before the homework was assigned. It seemed to keep people alert as everyone had to get up and do a problem (usually in groups of three) with a random choosing of students (I had the students names and a number assigned and with my calculator's random function choose the students. The other was a pre-test study session during office hours for anyone who wanted to attend.
Fun thing, I actually learned about all of it in my first two weeks of university. I’m studying in physical therapy. My university likes evidence based practice a lot... xD Our classes apply everything mentionned in the video. Here’s how it works (for the first year and a half, after it changes a tiny bit but stays similar): We are in small groups of about 10 students with a mentor, who is someone who knows a lot about the subject of the class, usually a physical therapist. A class is divided in several « tutorials » it can be 3 or 7 or anything really. First part of the tutorial: we meet and we read a case, about a person having problem or whatever. Then, we ask open questions. For example: what’s in the blood? Or What can cause [a symptom]? Or How is a bone constituted?. Then we tried to anwser those questions with our hypothesis (the goal is to reactivate memories). Then we get a set of things to read and objectives to cover within 3 days. We also have to schematise the stuff. We then meet 3 days later, with the same people. We read the case again, but then we link things that we read to the case. We then speak of the things that were in the objectives but that we didn’t cover. The mentor is there to correct information if need be and to make sure that the objectives were all covered. And then, we start another case and it starts all over again. So, this way, we have no choice but to always be learning, and learning in advance. Nobody fails exams.
1. Space out your learnings 2. Concept maps/flash cards 3. Self tests 4. Don’t cram!! 5. Apply things the way u first learn them? 6. Active learning/retrieval practice 7. Teach the concept to yourself 8. Structured then let them do it themselves later 9. Get them to try and remember rather than continually explaining
I've been using D&D style role play with my 8 year old friend and it's done wonders for his focus and retention of basic math and some spelling! I've been wondering how games could be used for education, and this information fuels my assumptions!
One of the best teachers we had was the least enthusiastic person ever, she never smiled or raised her voice and always talked in an emotionless monotone which sounds like the kind of teacher that will make you fall asleep but somehow she had a very imposing presence, everyone just kept quiet looked at her and her history lessons where really entertaining
This is fantastic thanks! great content as always, well researched. I will be showing this in class tomorrow! (to justifiy my excessive use of quizzing)
My personal gestalt-y/Darwinistic philosophical abstraction: you do what you do. If you're about to take a test, test yourself. If you've got a practicum, do mockups. If you a have to run fast, go run as fast as you can. If you have to recall information intermittently, try to remember it (while repairing the lack of recall) intermittently. If you have to remember it in the kitchen, memorize it in the kitchen. If you feel certain responses to certain 'triggers' you'll feel that way again unless you incorporate some other behavioral intervention as a practice . That is so my bestfav word: practice.
I did education for a living, specifically education strategy and learning methodology. We were struggling to find the best ways to go make learning fun and long lasting. Thank you very much for this very insightful video.
thanks for changing my life after 4 years out of school and coming back as a part-time, currently mostly online, and ADHD-having student LMAO. now to stop procrastinating !
Proved this by winning a few rapid memorization contests: if you need to remember a long shopping list, *don't* write it down. either alphabetize everything and then sing it at least mentally bc that uses a different part of the brain which is very strong. You can also visualize the supermarket sections for instance and then alphabetize/sing the list in different sections. Best incentive however is getting home w/o something you forgot and then having to do w/o it the rest of the week.
I only did well in school because I unknowingly did a lot of spacing, and focused most of my learning by doing self quizzes, and online game based tests. My grandparents felt I was somewhat of a prodigy, I felt like I just did what was easiest.
I teach my Korean by giving myself 10 new sentences each week, I make myself write all the sentences I have learned [currently 60] at least once a week, I try to use as little English as possible, and I give myself a test of everything I've learned at the end of each month. This works very well.
As an ADHD student, my experience with spaced learning is exactly the opposite. Mostly because my interest with the subject and my motivation to study will decline over time. Motivation and interest are crucial for learning, and these studies just focus on memorization. My theory is that students with ADHD will benefit with courses that are two weeks long and have more hours per day.
I'm happy to see most of this coincides with things I've learned in pedagogy classes. I'm pretty convinced you guys do great work, but for once it's something I actually know about and you did great explaining these briefly! If only more teachers could be aware of this and strive to make use of this knowledge. It won't always be perfect (some things are hard to fit in prescribed schedules when new tests about new notions need to be done very frequently, for example), but it will be better. :)
Teach less and reinforce frequently, if you want people to remember for life, rather than just long enough to pass a test, then forgetting everything, making it a waste of time, while appearing to work. School is cram and move on. I actually learned almost nothing at school, but I graduated. It's a shame to waste time teaching facts that honestly don't matter at all, instead of being sure people actually learn things that they will remember for life and be useful for life.
I am always amused by people who make a claim about learning nothing (or almost nothing) at school. They consider it a condemnation of their schooling. I consider it a reflection on their lack of effort or curiosity. If you get out of school and learn almost nothing, you decided to pursue your education that way. Do not blame your schools, teachers, or parents. That is primarily on you. The other thing I notice about this statement is that it is usually nonsense. It is stated by people who you usually follow up with comments about how brilliant they are. They rarely are.
@@MrMcr75 Basic math, basic science, basic spelling/grammar, basic history and so on, is really all that matters. It's better to 100% master those than to try to learn extreme rarely used levels of those subjects and not be at 100% on all the basics. I have never once in my life, used the quadratic formula outside of math class. How many times a week do you use it? How about adding/subtracting/multiplying, how many times a week do you use that? Dealing with decimals and fractions are more useful to master than advanced math. All they should do in school, is make sure 100% of students have mastered the basics at 100% and forget all the crap that doesn't matter for 99.99999999999% of the students.
@@FusionDeveloper I agree there may be circumstances where you learn content you may not use. Of course, I would argue that at high school and below a student has absolutely no idea what they need to know for their future. Giving them the choice is silly. Regardless, in today's job market what is desirable is a person who can adapt to a changing market and is adept at problem-solving. This is beneficial across many professions. The greater the depth of skills a person has the greater their potential at problem-solving. No, it is not guaranteed. Deciding to leave everyone at a "basic" level education is going to limit their ability to adapt and problem solve in the future. Their mind simply will not be attuned to it. It is not just content they are losing by sticking to the basics. They are also forgoing complexity and critical thinking. That is a mistake. Lastly, good luck getting people to agree on what is "basic." I have wanted to slit my wrists to get myself out of that discussion one too many times. Ugh...
Maybe if there were less dumb students you could teach more.... maybe not everybody should be expected to learn the same amount based on their ability...
spacing works because you are making copies of the information in your head. The result is the brain strengthens the memory because there are more instances of it. "this occurs often, must be important." when done all at once the brain sees that as 1 instance even if it was done multiple times back to back. I wonder if event tricking might be just as effective. on the same day practice the thing that is trying to be remembered in different locations. each location change but with an instance of the practice may speed up the learning process by making those instances seem like more than one day. /thinking
It's a closed loop where incompetence breeds incompetence. But there's nothing wrong with wanting to become a teacher. It's a more honouralbe job than most.
Wow, this is really cruel. We are trying. Parents no longer feel they have to teach children ANYTHING, not manners, not self-control, because that’s the TEACHER’S job. In addition to higher demands from parents, who, you know, vote and pay politicians’ salaries, teachers also have to meet legal expectations and teach to standardized tests, usually at the cost of other equally important skills. Teachers are front lines soldiers against an impossible set of expectations. But we try anyway. And, occasionally, succeed.
This 15 minute vid should be an intro to every after school study hall. School to me was another place to escape a dysfunctional environment. I didn't get into study until my Jr year when I dropped out. I got my GED some years later which seems to mean nothing at all to me even now at 58yrs, considering answers responding to /Kimmel asks and similar exercises and abject lack of common sense that appears not so common anymore.
I always felt like active learning opportunities were too little when I went to school. I never performed well in classes where the teacher spent more time berating me for not doing the homework than helping us to actively learn. Ironically, I performed best in the classes I had with one teacher who admitted that she didn't believe school always had to be fun.
Association was probably one of my greatest weapons in finishing school. All the books and documentaries i've been devouring since childhood created a bridge to help me understand study materials. It doesn't work on math though, hahahaha
When I tell my students that just reading something does not make you learn it, they don't believe me. I always tell them to try explaining what they studied to someone else that knows nothing about the subject. But noooo, they refuse to do this, too much work to actually construct sentences with meaning that will allow them to retrieve information.
It really makes sense, all we need to do is convince our brains that we're actually going to keep this information. I mean if our short-term memory has a buffer we will certainly fill it up in a cram session before the test.