Helping Students Achieve: Promising Practices and ...
Transcript of Helping Students Achieve: Promising Practices and ...
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Helping Students Achieve: Promising Practices and Strategies from Cognitive Science
John DunloskyKent State University
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Evidence-based Education Reform
Does the strategy boost performance?
Does it help in the lab and in the classroom?
Lots of evidence available on how wellstrategies improve student achievement
Does it help all students (K-12, college, all abilities)?
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Hattie’s (2009) Visible Learning
Reviewed 138 factors (includes over 800 meta-analyses)
Top 30 included:
Obtaining formative evaluation Reciprocal teaching Distributed practice Metacognitive strategies Study strategies
Minor influence:
Class sizeUse of power point
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Which Study Skills Help Students?
From Table 4. Dunlosky, Rawson, Marsh, Nathan, & Willingham (2013). Improving Students’ Learning with Effective Learning Techniques. Psychological Science in the Public Interest, 14, 4-58.
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Rereading notes or text book
Doing practice problems
Flashcards
Retrieval practice
Strategy Percent reporting
adapted from Karpicke et al. (2009), Table 1
83.6
42.9
40.1
10.7
Similar results from Kornell & Bjork (2007) and Hartwig & Dunlosky (2012)
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Rereading notes or text book
Test yourself/practice problems
Flashcards
Highlighting
Strategy %
adapted from Morehead, Rhodes, and DeLozier (2015)
Cram
67
72
54
53
53
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Which Study Skills Can Help Students?
From Table 4. Dunlosky, Rawson, Marsh, Nathan, & Willingham (2013). Improving Students’ Learning with Effective Learning Techniques. Psychological Science in the Public Interest, 14, 4-58.
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Which Study Skills Can Help Students?
From Table 4. Dunlosky, Rawson, Marsh, Nathan, & Willingham (2013). Improving Students’ Learning with Effective Learning Techniques. Psychological Science in the Public Interest, 14, 4-58.
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Talk Overview
1. Which Study Strategies Help Students?
2. Retrieval Practice
3. Distributed Practice
4. Successive Relearning
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Talk Overview
For Each Strategy:
Lab research
Classroom implementation
Under the Hood
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Talk Overview
1. Which Study Strategies Help Students?
2. Retrieval Practice
3. Distributed Practice
5. A Few Tips for Exploring Your Innovations
4. Successive Relearning
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Retrieval Practice
Aka: Test taking
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Retrieval Practice
Practice tests:
Multiple-choice tests
Fill-in-the-blank tests
Essay-style recall tests
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Retrieval Practice
60 Swahili-English translations
e.g. zabibu - grapes
Initial study trial for all items
Karpicke (2009) JEP:General
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60 Swahili-English translations
e.g. zabibu - grapes
Initial study trial for all items
Then, either:study – study – study – study test – study – test – study
Retrieval Practice
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vumbi- ???
leso- ???
lozi- ???
nafaka- ???
ziwa- ???
pombe- ???
vumbi- dust
leso- scarf
lozi- almond
nafaka- corn
ziwa- lake
pombe- beer
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60 Swahili-English translations
e.g. zabibu - grapes
Initial study trial for all items
Then, either:study – study – study – study test – study – test – study
Then, a final recall test
Retrieval Practice
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20
30
40
50
60
70
80
90
100
study, study,study, study
test, study,test, study
Fina
l Rec
all %
Cor
rect
Karpicke (2009) JEP:General
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Initial study ~1000 word texts
One week later – final test with NEW inference questions
Then, test-restudy or restudy only for key facts and concepts
Butler (2010) JEP:LMC
Retrieval Practice
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Retrieval Practice
Followed by feedback
Effective when:
Responses are (eventually) correct
Has multiple benefits!
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Daily “reviews”
Note taking (e.g., Cornell notes)
Flash cards
Implementing
Peer Instruction
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Smith, Wood, Adams, Wieman, Knight, Guild, & Su (2009) Science
Implementing: Peer Instruction
A Single Genetics Course
Multiple choice question followed by peer discussion
Same question and isomorphic question
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Smith et al. (2009)
Implementing: Peer Instruction
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Under The Hood
Smith et al. (2014)
A Single Genetics Course
Pre-instruction Test Critical
Was it peer instruction?
To know, a control is needed…
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Under The Hood
Smith et al. (2014)
A Single Genetics Course
Pre-instruction Test Critical
Freeman et al. (2014). PNAS.
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What versus When
Retrieval practice: What to do.
Distributed practice: When to study.
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Spreading out study (of the same content) across time
Distributed Practice
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Session 1: Study relevant material
Session 2: Restudy the same material
Session 3: Restudy the same material
Session 4: Restudy the same material
Exam
Distributed Practice
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One Session the Night Before
Exam
versus Cramming
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Initial study of vocabulary word pairs
One day later – final test
Then, test-restudy trials:eight on one day or two on four days
Kornell (2009)
Distributed Practice
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Kornell (2009)
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Distributed Practice & Math7th Graders
Rohrer, Dedrick, & Burgess (2014)
Learned to solve 4 problems:Solve linear equationSolve word problem w/proportionsGraph an equationDetermine slope of line
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Distributed Practice & Math9 weeks of (10) practice assignments
Rohrer et al. (2014)
Assignment: Solve 12 problemsMassed in one assignment
ORDistributed across assignments
Two week delay, surprise test
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Distributed Practice & Math
Rohrer, Dedrick, & Burgess (2014)
Distributed practice
Blocked practice
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Under The Hood
Rohrer et al. (2014)
Eight classes and 3 teachers
Used 4 Practice Problems so as to:
Counterbalance Problems to Distributed vs. Massed Practice
Two Groups of Four Classes
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Practice is distributed ACROSS sessions
Most effective when:
Distributed practice involves Effective Strategies
Essential for long-term retention
Distributed Practice
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Repeat problem types in homework assignments across weeks
Repeat problem types/content across class days
Implementing
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Successive Relearning
What: Retrieval Practice Until You Get it Right
When: Distributed Across Several Sessions
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Successive Relearning
Session 1: Learn material to a specific criterion (practice retrieval plus restudy until correct)
Session 2: Relearn the same material
Session 3: Relearn the same material
Session 4: Relearn the same material
Exam
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Relearning sessions: 1, 2, 3, or 4
Session 1: 1 - 7 correct recalls
Swahili – English pairs (pombe – beer)
Relearning sessions begin with recall
One week delay between each session
Power of Successive Relearning:Paired-Associate Method
Vaughn, Dunlosky, & Rawson (2016)
Continue until 1 correct recall
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Retention After One Week70 Swahili-English pairs (pombe – beer)
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Cram Distributed
Use of Practice Retrieval
Two correct
Retention After One Week
22% 48%
Three correct 28% 68%
Four correct 28% 75%
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Students in large section (400+) of Intro Psych
Instructor provided key concepts from 8 units32 successive relearning, 32 baseline
For successive relearning:Initial learning + 3 relearning sessions
Rawson, Dunlosky, Sciartelli (2013)
Power of Successive Relearning:Introductory Psychology
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What is the self-serving bias?
When I think that my good behaviors are because I’m a good person but my bad behaviors are due to someone else.
Done with Answer
Practice Test
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Tendency to attribute positive outcomes to our own traits or characteristics but negative outcomes to factors beyond our control.
Finished Studying
What is the self-serving bias?
Feedback and Restudy
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Students in large section (400+) of Intro Psych
Instructor provided key concepts from 8 units32 successive relearning, 32 baseline
For successive relearning:Initial learning + 3 relearning sessionsSessions synchronized with class
Power of Successive Relearning:Introductory Psychology
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When casinos make such a big deal out of drawing attention to winners, they are taking advantage of the ________ as a way to encourage patrons to return regularly.
a. conservation heuristicb. representativeness heuristicc. availability heuristicd. confirmation bias
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Rawson, Dunlosky, Sciartelli (2013)
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Under The Hood
Rawson et al. (2014)
A Single Psychology Course
Within-participant manipulation:
Two sets of concepts
Each student was his/her own control
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Successive Relearning
Relatively efficient: relearning requires (much) less time
Essential for long-term retention
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Exploring Intervention Efficacy:A Few Tips
Use Within-Student Design When Possible
Use Pre- and Post-Intervention Tests When Possible
With 2 or More Classes Using Same Content: Begin After Exam 1 (use as baseline)Vary Intervention Across Subsequent Exams
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Class 1
Ex 1 Ex 2 Ex 3
Class 2
Intervention
Control
Control
Intervention
Baseline to establishclasses are similar
Shadish, Cook, & Campbell (2002). Experimentaland Quasi-Experimental Design. Houghton Mifflin, NY, NY.
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Effective Study Strategies Can Improve Achievement
Strategies Can Be Implemented in the Classroomand Out-of-class Assignments
Conclusions
Evaluate Your Innovations in Your Own Classroom!
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Thank You
The research reported here was supported by:
Institute of Education Sciences, U.S. Department of Education, through Grant R305H050038 to KSU.
James S. McDonnell Foundation 21st Century Science Initiative in Bridging Brain, Mind and Behavior Collaborative Award.
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8th grade students, key concept definitions
Relearning: 1, 2, 3, or 4 sessions
Final Test after one month
What About Younger Learners?
Successive relearning vs. baseline control
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0
10
20
30
40
50
60
70
0 1 2 3 4
Rec
all o
n O
ne M
onth
Tes
t
Number of Relearning Sessions
baseline
Rawson & Dunlosky (in preparation)
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8th grade students
Some material was targeted for in-class quizzes (multiple choice)
Content: Foundational concepts from genetics, evolution, and anatomy
McDaniel et al. (2011)
Retrieval Practice for Science
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McDaniel et al. (2011)
Retrieval Practice for Science
Class unit exam (50% of overall grade)
End of semester exams
End of the year exams
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McDaniel et al. (2011)
Proportion Correct on Exam