How to use scientific evidence about how we learn to become a better debater Maggie Berthiaume,...
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Transcript of How to use scientific evidence about how we learn to become a better debater Maggie Berthiaume,...
LEARN TO DEBATE,
DEBATE TO LEARN
How to use scientific evidence about how we learn to become a better
debaterMaggie Berthiaume, Hoya-Spartan 2014
WANT TO KNOW MORE? Make it Stick: The Science of Successful
Learning Henry L. Roediger III, Professor of
Psychology at Washington University in St. Louis.
Mark A. McDaniel, Professor of Psychology and Director of the Center for Integrative Research on Cognition, Learning, and Education at Washington University in St. Louis.
Peter C. Brown, writer and novelist.
BOOKS ARE LONG, CAN’T YOU GIVE ME SOMETHING SHORT TO READ?
Henry L. Roediger III, “How Tests Make Us Smarter,” New York Times, 07/18/2014
Short Link: http://nyti.ms/1syMMKr
MYTH #1: FAST, EASY
LEARNING IS BEST
“Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it’s stronger and lasts longer.” (9)
MYTH #2: REREADING THE MATERIAL IS A GOOD WAY TO
STUDY
“Rereading text and massed practice of a skill or new knowledge are by far the preferred study strategies of learners of all stripes, but they’re also among the least productive.” (3)
YOU DON’T HAVE TO TAKE MY WORD FOR IT… “I look over my textbook and really
focus on the material.” “I look over notes and attempt to jog my
memory by reviewing previous lessons. Reading over the textbook also helps if I have time.”
“I generally re-read relevant chapters in the books I use to study and review notes.”
“Skim the book and notes.” “Review notes, read a textbook, read
more textbooks, play video games.”
(TOTALLY NON-SCIENTIFIC)SURVEY OF STUDENTS @ GDS
WHICH ONE IS THE REAL U.S. PENNY?
http://members.bellatlantic.net/~vze49p8r/memory.html
MYTH #3: FEELING LIKE YOU KNOW
SOMETHING MEANS YOU KNOW
IT
“We are poor judges of when we are learning well and when we’re not. When the going is harder and slower and it doesn’t feel productive, we are drawn to strategies that feel more fruitful, unaware that the gains from these strategies are often temporary.” (3)
MYTH #4: WE KNOW WHAT
WE DON’T KNOW
“Students who don’t quiz themselves (and most do not) tend to overestimate how well they have mastered class material.” (17)
MYTH #5: LONG BLOCKS OF STUDYING A
SINGLE SUBJECT IS EFFECTIVE
“Most of us believe that learning is better when you go at something with single-minded purpose: the practice-practice-practice that’s supposed to burn a skill into memory… Researchers call this kind of practice ‘massed,’ and our faith rests in large part on the simple fact that when we do it, we can see it making a difference. Nevertheless, despite what our eyes tell us, this faith is misplaced.” (47)
SO, WHAT DO WE DO INSTEAD?
STRATEGY #1:EMBRACE THE
POWER OF TESTING
STRATEGY #2:SPACE OUT
YOUR PRACTICE
STRATEGY #3:MIX UP YOUR
PRACTICE
LEITNER BOX SYSTEM
Leitnerportal.com — very, very useful online system
THERE’S ALSO AN APP FOR THAT
Flashcards Deluxe — iOS and Android, integrates with Quizlet
STRATEGY #4:EMBRACE
DIFFICULTIES
STRATEGY #5:CREATE MENTAL MODELS
STRATEGY #6:MAKE THE
SIMPLE THINGS INTO
HABITS
STRATEGY #7:HAVE A
GROWTH MINDSET
STRATEGY #8:USE
SUSTAINED DELIBERATE PRACTICE
STRATEGY #9:DEPLOY
MNEMONIC DEVICES &
OTHER MEMORY TRICKS
METHOD OF LOCI “Remember Everything,”
http://remembereverything.org/memory-palace-the-method-of-loci/
STRATEGY #10:
REFLECT
STRATEGY #11:
GENERATE A SOLUTION
BEFORE YOU KNOW THE CORRECT ANSWER
STRATEGY #12:
ELABORATE ON NEW
INFORMATION
STRATEGY #13:
CALIBRATE YOUR
KNOWLEDGE
STRATEGY #14:
READ SLOWER
OBJECTIONS TO THESE METHODS