Why Teachers Should Help Students Learn Effective Study Strategies
Why Effective Practice Is Just As Important As the Hours of Practice
Can Repetitive Exercises Actually Feed the Creative Process?
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intentionally studying the effectiveness of strategies that lab studies indicate are promising, but that don’t require special technology or extra resources. He is trying to figure out what few strategies could actually make a big difference for learners, and which ones are a waste of time.\u003c/p>\n\u003cp>“The most difficult aspect of this entire project was deciding which strategies we should evaluate,” Dunlosky said during a presentation at \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> in San Francisco. There are hundreds of teaching strategies, most of which can be effective in certain situations. But Dunlosky was looking for \u003ca href=\"http://journals.sagepub.com/stoken/rbtfl/Z10jaVH/60XQM/full\">strategies that are broadly applicable\u003c/a> and don’t just aid memorization; he wanted to find the approaches that deepen understanding and help students transfer learning to new situations.\u003cbr>\n\u003cstrong>\u003cbr>\nRETRIEVAL PRACTICE\u003c/strong>\u003c/p>\n\u003cp>Some of the best learning strategies aren’t often used by teachers or students largely because of time pressures in the classroom. Frequent low-stakes quizzes that force students to recall information from their memories, combined with spaced out practice show some of the clearest results.\u003c/p>\n\u003cp>“Most people don’t realize that taking the test can have a direct impact on subsequent retention,” Dunlosky said. In his college courses he regularly quizzes students using word stems so that they repeatedly have to recall the information in their notes from memory. Many quiz formats can work for retrieval practice including multiple choice, fill-in the blank, or essay questions. The important thing is that they be low-stakes, so they don’t produce anxiety in students or affect their grade.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> 3 low stakes qs at the beginning of lessons and a weekly quiz covering anything from this year!\u003c/p>\n\u003cp>— Francesca Timms (@fran_timms) \u003ca href=\"https://twitter.com/fran_timms/status/854780163975991297\">April 19, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When your students take more low stakes tests they get more familiar with what they’re struggling with, and so do you, so you can focus more of your teaching and homework on that more challenging content,” Dunlosky said. In many ways he’s describing formative assessment, a practice teachers have always used, but quizzing isn’t just for teachers to take the pulse of the class, it’s good for students’ brains too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://sites.utexas.edu/mdl/files/2016/06/Butler2010.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A study\u003c/a> conducted by Andrew Butler in 2010 compared how well students performed on a variety of tests when they either restudied material or took practices tests and restudied. He found that not only did students who studied and took a practice test remember more of the specific information than those who merely restudied, they also performed almost two times better on questions that required them to make inferences.\u003c/p>\n\u003cp>“Students get a really powerful boost in their learning and ability to utilize that knowledge in other contexts,” Dunlosky said. Butler’s study is often cited as an example that retrieval practice can lead to transfer both within a domain and to new ones. “Testing the content, just retrieving the content from memory, allows them to use that content flexibly later,” Dunlosky said.\u003c/p>\n\u003cp>\u003ca href=\"https://theeffortfuleducator.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Blake Harvard \u003c/a>teaches AP Psychology to students at James Clemens High School near Huntsville, Alabama. His students are mostly high achieving and college-bound, but still they often don’t know much about effective study strategies. He regularly gives them low-stakes quizzes on material he covered a few days before to both \u003ca href=\"https://theeffortfuleducator.com/2017/01/30/retrieval-practice-in-the-high-school-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">force them to recall the information\u003c/a> and to show them the gaps in their learning.\u003c/p>\n\u003cp>“I find often that with high schoolers it makes sense when they hear it so they believe they’ve got it, but if you ask them a couple of days later they don’t know what they thought they did,” Harvard said. He’s always clear with students that the quizzes are a learning tool, something they can use in all their classes, not another score in the gradebook.\u003c/p>\n\u003cp>“If they know it’s not in the gradebook the stress isn’t there,” Harvard said. And, paradoxically, when the quiz doesn’t affect their grade, students are more willing to both take it and put some effort in. Harvard then tries to \u003ca href=\"https://theeffortfuleducator.com/2017/04/03/promoting-metacognition-with-retrieval-practice-in-five-steps/\" target=\"_blank\" rel=\"noopener noreferrer\">put the onus back on students\u003c/a> to fill in the gaps, pointing them to banks of practice AP questions, for example. If everyone missed a concept, he’ll revisit it.\u003c/p>\n\u003cp>He’s pretty sure these practices are helping students because he has focused more on retrieval strategies this semester and on average his student test scores are up six percent. “There are a ton of variables there, but the one thing I know I’ve changed is my focus on these strategies,” he said. He also hears from students that they find frequent quizzing effective enough that they are using the strategy in other classes.\u003c/p>\n\u003cp>\u003cstrong>DISTRIBUTED PRACTICE\u003c/strong>\u003c/p>\n\u003cp>If retrieval practice is the \"what\" then distributed practice is the \"when\" of smart studying. Spreading practice out over time is effective in many contexts. Often courses move linearly and teachers explain a concept, assign homework that requires students to practice that concept, and then move on. That is called mass practice and is less effective than spreading practice out in smaller amounts over time.\u003c/p>\n\u003cp>“Distributed practice really has a major impact on long term retention,” Dunlosky said. “This is something we want students to do for the most important concepts.” Students often intuitively know they should spread their studying out over time, but when the rubber hits the road they end up cramming. Teachers can help them ingrain better habits through the way they assign work and by talking about the benefits.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> \u003ca href=\"https://twitter.com/doctorwhy\">@doctorwhy\u003c/a> I do! Daily math quizzing (which mix old and new concepts), interleaving of phonics concepts. Second grade dual language.\u003c/p>\n\u003cp>— Callie Lowenstein (@calliepatton) \u003ca href=\"https://twitter.com/calliepatton/status/854900661808451584\">April 20, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In a \u003ca href=\"http://uweb.cas.usf.edu/~drohrer/pdfs/Rohrer_et_al_2014PB&R.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">study of seventh grade math\u003c/a>, Doug Rohrer and colleagues focus on some of the trickiest concepts like slope, graphing equations, linear equations, and word problems with proportions. During the nine week study, one group of students received grouped practice of problems, while another spread different kinds of problems out over the nine weeks. Two weeks after the end of the trial period all students took a surprise test. Those who had spread their practice out got 72 percent of the problems correct on the test, while those who had done grouped practice only got 38 percent of the problems correct. Distributed practice is most effective when students repeat problems types across class days and in homework across weeks.\u003c/p>\n\u003cp>Fourth grade teacher Tony Zobeck tries to use both low-stakes quizzing and distributed practice regularly in his Kendell View Elementary classroom in Morrison, Colorado. He uses a tool called ClassFlow in math to embed questions into activities that both force students to recall old information and helps them see where they need more work. If they “red out” on an exit ticket Zobeck will review strategies they can use to relearn information that they’re missing.\u003c/p>\n\u003cp>He finds interleaving or distributing practice harder to achieve on the timetable he’s supposed to follow. His curriculum moves forward in a linear way, but he does his best to cue prior knowledge in his students and remind them of how new concepts connect to old ones.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> Hi, we sometimes use \u003ca href=\"https://twitter.com/GetKahoot\">@getkahoot\u003c/a> for review quiz and formative assessment.\u003c/p>\n\u003cp>— Alan Appleby (@alangappleby) \u003ca href=\"https://twitter.com/alangappleby/status/854642330464272384\">April 19, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Unless you're not going to cover everything in the year, the best you can do is provide those prior links and keep pushing forward,” Zobeck said. He’s a member of the \u003ca href=\"http://www.imbes.org/\">International Mind, Brain and Education Society\u003c/a>, so he knows the constant march through content isn’t always best for students. He said he’s always trying to walk the line between what the structures of public education require of him and what he knows is best for how his students learn.\u003c/p>\n\u003cp>He’s also constantly surprised that most of his fourth graders can’t remember anything they’ve learned before. Many can’t identify an adjective or a verb until it’s reviewed; they even forget content they learned a month earlier. “It really is quite shocking,” Zobeck said.\u003c/p>\n\u003cp>That’s why he focuses on what he calls “thinking patterns,” basically learning strategies, that he tries to mix into everything he does. His students get a lot of retrieval practice on things like how to tackle a text and how to stay organized. He hopes if those things are hardwired then at least his students will have the tools to relearn content more quickly if they forget it.\u003c/p>\n\u003cp>\u003cstrong>SUCCESSIVE RELEARNING\u003c/strong>\u003c/p>\n\u003cp>To supercharge both retrieval and distributed practice, Dunlosky and others have been building on the work of \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1981-00448-001\">Harry Bahrick\u003c/a>, an early pioneer of research into how to use the two strategies together. When students practice until they can get every answer correct and then repeat that process every few days, they encode the information much better.\u003c/p>\n\u003cp>In all of the retrieval and relearning strategies it’s “important that the responses are eventually correct,” Dunlosky said. “Students get a lot more bang for their buck when they come up with the right answer.”\u003c/p>\n\u003cp>Dunlosky also points out that successive practice is the norm for many activities students are passionate about like sports or music. “Most of your students use successive relearning for almost everything they enjoy doing outside of classroom studies,” he said. For example, a student learning to play an instrument will regularly practice a piece until it sounds good and then practice again a few days later. After the first practice session some notes or phrasing are forgotten, but when they are relearned during the next practice session they are encoded even more strongly.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> Our founder \u003ca href=\"https://twitter.com/Shredwarrior\">@Shredwarrior\u003c/a> uses these for his guitar training program! All three techniques are very useful for music theory & practice!\u003c/p>\n\u003cp>— The OWL (@TheOWLconnect) \u003ca href=\"https://twitter.com/TheOWLconnect/status/855040105282584576\">April 20, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Katherine Rawson, John Dunlosky and Sharon M. Sciartelli conducted \u003ca href=\"https://www.jstor.org/stable/43546826?seq=1#page_scan_tab_contents\">a study in 2013\u003c/a> to see how well successive relearning works in the context of a real college classroom. For some units students learned psychology terms pertinent to what they were studying in class and had to write the definitions. They then got feedback on their answers and kept practicing until they got them all correct. They continued to do this over three successive relearning sessions. For other class units they were left to study as they usually would.\u003c/p>\n\u003cp>At the end of the semester, students took a multiple-choice final exam that required students to use their knowledge of the definitions in new situations. Students scored a letter grade and a half higher on items they had successively relearned, as opposed to ones that they had studied using their own tactics.\u003c/p>\n\u003cp>Even more telling, the researchers gave students another test three days later and a third test 24 days later. These follow-up exams were \"recall\" exams, where a concept term was listed and students had to write its meaning. Rawson and colleagues found “devastating memory loss” in the control group, from 72 percent correct to 24 percent correct after three days. Those same students got only 17 percent correct 24 days later. Students in the successive relearning condition had very little loss.\u003c/p>\n\u003cp>The researchers were also interested in whether they would see similarly positive improvements when the study schedule wasn't tightly controlled, so they conducted a follow-up extension study. They gave students in the trial condition a flash drive with a suggested study schedule. Students also received reminder emails to use the program. In both supervised and unsupervised conditions students showed durable learning.\u003cbr>\n\u003cstrong>\u003cbr>\nSTUDENTS NEED COACHING\u003c/strong>\u003c/p>\n\u003cp>While these practices work well for what might be termed “superficial learning” for a test, they also seem to help students make inferences and connections within and across domains. They are some of the most studied and well-researched learning strategies and yet most students don’t use them.\u003c/p>\n\u003cp>When \u003ca href=\"http://learninglab.psych.purdue.edu/downloads/2009_Karpicke_Butler_Roediger.pdf\">students report\u003c/a> on the study strategies they use most often many say they reread the textbook or their notes, underline, and highlight. None of those approaches are as effective or efficient as others they could be using. Summarizing, another popular strategy, is mostly good for memorization, but doesn’t create transfer. But often students have never been taught effective study strategies and experience deep frustration when they put hours of work into studying and see no results in their performance.\u003c/p>\n\u003cp>That’s where teachers can have an outsized impact by structuring class time and homework to include strategies like retrieval, spaced practice and successive relearning. Not only will students do better in that class itself, they may learn strategies that will serve them well throughout their academic career. Teachers like Blake Harvard take this practice a step further, making sure students understand why the strategies fit how the brain learns and emphasizing that students can use the same strategies beyond his class.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“They may be good at memorizing right now, but when the professor gets in there for an hour and a half and the test isn’t for a month, well you can’t memorize for that long,” Harvard said.\u003c/p>\n\n","blocks":[],"excerpt":"There are brain-based techniques that work to help students remember core concepts beyond a test, but it's often up to teachers to make sure they are used in classrooms.","status":"publish","parent":0,"modified":1495432003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2275},"headData":{"title":"Why Teachers Should Help Students Learn Effective Study Strategies | KQED","description":"There are brain-based techniques that work to help students remember core concepts beyond a test, but it's often up to teachers to make sure they are used in classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Should Help Students Learn Effective Study Strategies","datePublished":"2017-05-22T05:46:43.000Z","dateModified":"2017-05-22T05:46:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48139 https://ww2.kqed.org/mindshift/?p=48139","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/21/why-teachers-should-help-students-learn-effective-study-strategies/","disqusTitle":"Why Teachers Should Help Students Learn Effective Study Strategies","path":"/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For teachers, the carefully controlled conditions of education research can seem ridiculous when the reality of the classroom involves regular interruptions, absences and general chaos. \u003ca href=\"https://www.kent.edu/psychology/profile/john-dunlosky\" target=\"_blank\" rel=\"noopener noreferrer\">Professor John Dunlosky\u003c/a> is \u003ca href=\"https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">trying to bridge these two worlds\u003c/a>, intentionally studying the effectiveness of strategies that lab studies indicate are promising, but that don’t require special technology or extra resources. He is trying to figure out what few strategies could actually make a big difference for learners, and which ones are a waste of time.\u003c/p>\n\u003cp>“The most difficult aspect of this entire project was deciding which strategies we should evaluate,” Dunlosky said during a presentation at \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> in San Francisco. There are hundreds of teaching strategies, most of which can be effective in certain situations. But Dunlosky was looking for \u003ca href=\"http://journals.sagepub.com/stoken/rbtfl/Z10jaVH/60XQM/full\">strategies that are broadly applicable\u003c/a> and don’t just aid memorization; he wanted to find the approaches that deepen understanding and help students transfer learning to new situations.\u003cbr>\n\u003cstrong>\u003cbr>\nRETRIEVAL PRACTICE\u003c/strong>\u003c/p>\n\u003cp>Some of the best learning strategies aren’t often used by teachers or students largely because of time pressures in the classroom. Frequent low-stakes quizzes that force students to recall information from their memories, combined with spaced out practice show some of the clearest results.\u003c/p>\n\u003cp>“Most people don’t realize that taking the test can have a direct impact on subsequent retention,” Dunlosky said. In his college courses he regularly quizzes students using word stems so that they repeatedly have to recall the information in their notes from memory. Many quiz formats can work for retrieval practice including multiple choice, fill-in the blank, or essay questions. The important thing is that they be low-stakes, so they don’t produce anxiety in students or affect their grade.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> 3 low stakes qs at the beginning of lessons and a weekly quiz covering anything from this year!\u003c/p>\n\u003cp>— Francesca Timms (@fran_timms) \u003ca href=\"https://twitter.com/fran_timms/status/854780163975991297\">April 19, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When your students take more low stakes tests they get more familiar with what they’re struggling with, and so do you, so you can focus more of your teaching and homework on that more challenging content,” Dunlosky said. In many ways he’s describing formative assessment, a practice teachers have always used, but quizzing isn’t just for teachers to take the pulse of the class, it’s good for students’ brains too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://sites.utexas.edu/mdl/files/2016/06/Butler2010.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A study\u003c/a> conducted by Andrew Butler in 2010 compared how well students performed on a variety of tests when they either restudied material or took practices tests and restudied. He found that not only did students who studied and took a practice test remember more of the specific information than those who merely restudied, they also performed almost two times better on questions that required them to make inferences.\u003c/p>\n\u003cp>“Students get a really powerful boost in their learning and ability to utilize that knowledge in other contexts,” Dunlosky said. Butler’s study is often cited as an example that retrieval practice can lead to transfer both within a domain and to new ones. “Testing the content, just retrieving the content from memory, allows them to use that content flexibly later,” Dunlosky said.\u003c/p>\n\u003cp>\u003ca href=\"https://theeffortfuleducator.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Blake Harvard \u003c/a>teaches AP Psychology to students at James Clemens High School near Huntsville, Alabama. His students are mostly high achieving and college-bound, but still they often don’t know much about effective study strategies. He regularly gives them low-stakes quizzes on material he covered a few days before to both \u003ca href=\"https://theeffortfuleducator.com/2017/01/30/retrieval-practice-in-the-high-school-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">force them to recall the information\u003c/a> and to show them the gaps in their learning.\u003c/p>\n\u003cp>“I find often that with high schoolers it makes sense when they hear it so they believe they’ve got it, but if you ask them a couple of days later they don’t know what they thought they did,” Harvard said. He’s always clear with students that the quizzes are a learning tool, something they can use in all their classes, not another score in the gradebook.\u003c/p>\n\u003cp>“If they know it’s not in the gradebook the stress isn’t there,” Harvard said. And, paradoxically, when the quiz doesn’t affect their grade, students are more willing to both take it and put some effort in. Harvard then tries to \u003ca href=\"https://theeffortfuleducator.com/2017/04/03/promoting-metacognition-with-retrieval-practice-in-five-steps/\" target=\"_blank\" rel=\"noopener noreferrer\">put the onus back on students\u003c/a> to fill in the gaps, pointing them to banks of practice AP questions, for example. If everyone missed a concept, he’ll revisit it.\u003c/p>\n\u003cp>He’s pretty sure these practices are helping students because he has focused more on retrieval strategies this semester and on average his student test scores are up six percent. “There are a ton of variables there, but the one thing I know I’ve changed is my focus on these strategies,” he said. He also hears from students that they find frequent quizzing effective enough that they are using the strategy in other classes.\u003c/p>\n\u003cp>\u003cstrong>DISTRIBUTED PRACTICE\u003c/strong>\u003c/p>\n\u003cp>If retrieval practice is the \"what\" then distributed practice is the \"when\" of smart studying. Spreading practice out over time is effective in many contexts. Often courses move linearly and teachers explain a concept, assign homework that requires students to practice that concept, and then move on. That is called mass practice and is less effective than spreading practice out in smaller amounts over time.\u003c/p>\n\u003cp>“Distributed practice really has a major impact on long term retention,” Dunlosky said. “This is something we want students to do for the most important concepts.” Students often intuitively know they should spread their studying out over time, but when the rubber hits the road they end up cramming. Teachers can help them ingrain better habits through the way they assign work and by talking about the benefits.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> \u003ca href=\"https://twitter.com/doctorwhy\">@doctorwhy\u003c/a> I do! Daily math quizzing (which mix old and new concepts), interleaving of phonics concepts. Second grade dual language.\u003c/p>\n\u003cp>— Callie Lowenstein (@calliepatton) \u003ca href=\"https://twitter.com/calliepatton/status/854900661808451584\">April 20, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>In a \u003ca href=\"http://uweb.cas.usf.edu/~drohrer/pdfs/Rohrer_et_al_2014PB&R.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">study of seventh grade math\u003c/a>, Doug Rohrer and colleagues focus on some of the trickiest concepts like slope, graphing equations, linear equations, and word problems with proportions. During the nine week study, one group of students received grouped practice of problems, while another spread different kinds of problems out over the nine weeks. Two weeks after the end of the trial period all students took a surprise test. Those who had spread their practice out got 72 percent of the problems correct on the test, while those who had done grouped practice only got 38 percent of the problems correct. Distributed practice is most effective when students repeat problems types across class days and in homework across weeks.\u003c/p>\n\u003cp>Fourth grade teacher Tony Zobeck tries to use both low-stakes quizzing and distributed practice regularly in his Kendell View Elementary classroom in Morrison, Colorado. He uses a tool called ClassFlow in math to embed questions into activities that both force students to recall old information and helps them see where they need more work. If they “red out” on an exit ticket Zobeck will review strategies they can use to relearn information that they’re missing.\u003c/p>\n\u003cp>He finds interleaving or distributing practice harder to achieve on the timetable he’s supposed to follow. His curriculum moves forward in a linear way, but he does his best to cue prior knowledge in his students and remind them of how new concepts connect to old ones.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> Hi, we sometimes use \u003ca href=\"https://twitter.com/GetKahoot\">@getkahoot\u003c/a> for review quiz and formative assessment.\u003c/p>\n\u003cp>— Alan Appleby (@alangappleby) \u003ca href=\"https://twitter.com/alangappleby/status/854642330464272384\">April 19, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Unless you're not going to cover everything in the year, the best you can do is provide those prior links and keep pushing forward,” Zobeck said. He’s a member of the \u003ca href=\"http://www.imbes.org/\">International Mind, Brain and Education Society\u003c/a>, so he knows the constant march through content isn’t always best for students. He said he’s always trying to walk the line between what the structures of public education require of him and what he knows is best for how his students learn.\u003c/p>\n\u003cp>He’s also constantly surprised that most of his fourth graders can’t remember anything they’ve learned before. Many can’t identify an adjective or a verb until it’s reviewed; they even forget content they learned a month earlier. “It really is quite shocking,” Zobeck said.\u003c/p>\n\u003cp>That’s why he focuses on what he calls “thinking patterns,” basically learning strategies, that he tries to mix into everything he does. His students get a lot of retrieval practice on things like how to tackle a text and how to stay organized. He hopes if those things are hardwired then at least his students will have the tools to relearn content more quickly if they forget it.\u003c/p>\n\u003cp>\u003cstrong>SUCCESSIVE RELEARNING\u003c/strong>\u003c/p>\n\u003cp>To supercharge both retrieval and distributed practice, Dunlosky and others have been building on the work of \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1981-00448-001\">Harry Bahrick\u003c/a>, an early pioneer of research into how to use the two strategies together. When students practice until they can get every answer correct and then repeat that process every few days, they encode the information much better.\u003c/p>\n\u003cp>In all of the retrieval and relearning strategies it’s “important that the responses are eventually correct,” Dunlosky said. “Students get a lot more bang for their buck when they come up with the right answer.”\u003c/p>\n\u003cp>Dunlosky also points out that successive practice is the norm for many activities students are passionate about like sports or music. “Most of your students use successive relearning for almost everything they enjoy doing outside of classroom studies,” he said. For example, a student learning to play an instrument will regularly practice a piece until it sounds good and then practice again a few days later. After the first practice session some notes or phrasing are forgotten, but when they are relearned during the next practice session they are encoded even more strongly.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> Our founder \u003ca href=\"https://twitter.com/Shredwarrior\">@Shredwarrior\u003c/a> uses these for his guitar training program! All three techniques are very useful for music theory & practice!\u003c/p>\n\u003cp>— The OWL (@TheOWLconnect) \u003ca href=\"https://twitter.com/TheOWLconnect/status/855040105282584576\">April 20, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Katherine Rawson, John Dunlosky and Sharon M. Sciartelli conducted \u003ca href=\"https://www.jstor.org/stable/43546826?seq=1#page_scan_tab_contents\">a study in 2013\u003c/a> to see how well successive relearning works in the context of a real college classroom. For some units students learned psychology terms pertinent to what they were studying in class and had to write the definitions. They then got feedback on their answers and kept practicing until they got them all correct. They continued to do this over three successive relearning sessions. For other class units they were left to study as they usually would.\u003c/p>\n\u003cp>At the end of the semester, students took a multiple-choice final exam that required students to use their knowledge of the definitions in new situations. Students scored a letter grade and a half higher on items they had successively relearned, as opposed to ones that they had studied using their own tactics.\u003c/p>\n\u003cp>Even more telling, the researchers gave students another test three days later and a third test 24 days later. These follow-up exams were \"recall\" exams, where a concept term was listed and students had to write its meaning. Rawson and colleagues found “devastating memory loss” in the control group, from 72 percent correct to 24 percent correct after three days. Those same students got only 17 percent correct 24 days later. Students in the successive relearning condition had very little loss.\u003c/p>\n\u003cp>The researchers were also interested in whether they would see similarly positive improvements when the study schedule wasn't tightly controlled, so they conducted a follow-up extension study. They gave students in the trial condition a flash drive with a suggested study schedule. Students also received reminder emails to use the program. In both supervised and unsupervised conditions students showed durable learning.\u003cbr>\n\u003cstrong>\u003cbr>\nSTUDENTS NEED COACHING\u003c/strong>\u003c/p>\n\u003cp>While these practices work well for what might be termed “superficial learning” for a test, they also seem to help students make inferences and connections within and across domains. They are some of the most studied and well-researched learning strategies and yet most students don’t use them.\u003c/p>\n\u003cp>When \u003ca href=\"http://learninglab.psych.purdue.edu/downloads/2009_Karpicke_Butler_Roediger.pdf\">students report\u003c/a> on the study strategies they use most often many say they reread the textbook or their notes, underline, and highlight. None of those approaches are as effective or efficient as others they could be using. Summarizing, another popular strategy, is mostly good for memorization, but doesn’t create transfer. But often students have never been taught effective study strategies and experience deep frustration when they put hours of work into studying and see no results in their performance.\u003c/p>\n\u003cp>That’s where teachers can have an outsized impact by structuring class time and homework to include strategies like retrieval, spaced practice and successive relearning. Not only will students do better in that class itself, they may learn strategies that will serve them well throughout their academic career. Teachers like Blake Harvard take this practice a step further, making sure students understand why the strategies fit how the brain learns and emphasizing that students can use the same strategies beyond his class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They may be good at memorizing right now, but when the professor gets in there for an hour and a half and the test isn’t for a month, well you can’t memorize for that long,” Harvard said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21095","mindshift_20784","mindshift_1040","mindshift_20777","mindshift_20562","mindshift_20556","mindshift_1001","mindshift_21094"],"featImg":"mindshift_48170","label":"mindshift"},"mindshift_48280":{"type":"posts","id":"mindshift_48280","meta":{"index":"posts_1591205157","site":"mindshift","id":"48280","score":null,"sort":[1495198410000]},"guestAuthors":[],"slug":"why-effective-practice-is-just-as-important-as-the-hours-of-practice","title":"Why Effective Practice Is Just As Important As the Hours of Practice","publishDate":1495198410,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Practice is an important part of becoming skilled at anything, which may be why there are so many axiom's like \"practice makes perfect\" floating around common parlance. But what's happening in the brain when we practice?\u003c/p>\n\u003cp>Researchers believe that practice helps build up the protective layer of myelin, the fatty substance that protects axons in the brain. Axons move electrical signals from the brain to our muscles and when they are better protected by thick myelin they move more efficiently, creating an \"information superhighway\" between the brain and muscles.\u003c/p>\n\u003cp>To get the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/01/forget-talent-why-practice-is-key-to-most-prodigies-success/\" target=\"_blank\" rel=\"noopener noreferrer\">most out of practicing \u003c/a>it must be consistent, intensely focused, and target the edge of one's ability. That's why educators target the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/21/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">zone of proximal development\u003c/a> in every learner. There are several things individuals can do to make practicing more effective:\u003c/p>\n\u003cp>1. Focus when engaged in practice\u003cbr>\n2. Minimize \u003ca href=\"https://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\" rel=\"noopener noreferrer\">distractions\u003c/a>\u003cbr>\n3. Start slow and increase speed later\u003cbr>\n4. Practice repeatedly with frequent breaks\u003cbr>\n5. Visualize the skill to help reinforce practice\u003c/p>\n\u003cp>Check out this \u003ca href=\"http://ed.ted.com/lessons/how-to-practice-effectively-for-just-about-anything-annie-bosler-and-don-greene\" target=\"_blank\" rel=\"noopener noreferrer\">TED-Ed video\u003c/a> for more info on the fascinating processes that neuroscientists are beginning to unlock.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=f2O6mQkFiiw\u003c/p>\n\n","blocks":[],"excerpt":"Students need to practice important skills, but it's equally important they know how to do so effectively.","status":"publish","parent":0,"modified":1495198410,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":196},"headData":{"title":"Why Effective Practice Is Just As Important As the Hours of Practice | KQED","description":"Students need to practice important skills, but it's equally important they know how to do so effectively.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Effective Practice Is Just As Important As the Hours of Practice","datePublished":"2017-05-19T12:53:30.000Z","dateModified":"2017-05-19T12:53:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48280 https://ww2.kqed.org/mindshift/?p=48280","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/19/why-effective-practice-is-just-as-important-as-the-hours-of-practice/","disqusTitle":"Why Effective Practice Is Just As Important As the Hours of Practice","path":"/mindshift/48280/why-effective-practice-is-just-as-important-as-the-hours-of-practice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Practice is an important part of becoming skilled at anything, which may be why there are so many axiom's like \"practice makes perfect\" floating around common parlance. But what's happening in the brain when we practice?\u003c/p>\n\u003cp>Researchers believe that practice helps build up the protective layer of myelin, the fatty substance that protects axons in the brain. Axons move electrical signals from the brain to our muscles and when they are better protected by thick myelin they move more efficiently, creating an \"information superhighway\" between the brain and muscles.\u003c/p>\n\u003cp>To get the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/01/forget-talent-why-practice-is-key-to-most-prodigies-success/\" target=\"_blank\" rel=\"noopener noreferrer\">most out of practicing \u003c/a>it must be consistent, intensely focused, and target the edge of one's ability. That's why educators target the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/21/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">zone of proximal development\u003c/a> in every learner. There are several things individuals can do to make practicing more effective:\u003c/p>\n\u003cp>1. Focus when engaged in practice\u003cbr>\n2. Minimize \u003ca href=\"https://ww2.kqed.org/mindshift/2013/12/05/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\" rel=\"noopener noreferrer\">distractions\u003c/a>\u003cbr>\n3. Start slow and increase speed later\u003cbr>\n4. Practice repeatedly with frequent breaks\u003cbr>\n5. Visualize the skill to help reinforce practice\u003c/p>\n\u003cp>Check out this \u003ca href=\"http://ed.ted.com/lessons/how-to-practice-effectively-for-just-about-anything-annie-bosler-and-don-greene\" target=\"_blank\" rel=\"noopener noreferrer\">TED-Ed video\u003c/a> for more info on the fascinating processes that neuroscientists are beginning to unlock.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/f2O6mQkFiiw'\n title='//www.youtube.com/embed/f2O6mQkFiiw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48280/why-effective-practice-is-just-as-important-as-the-hours-of-practice","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20777","mindshift_1001","mindshift_21102"],"featImg":"mindshift_48281","label":"mindshift"},"mindshift_27283":{"type":"posts","id":"mindshift_27283","meta":{"index":"posts_1591205157","site":"mindshift","id":"27283","score":null,"sort":[1361557168000]},"guestAuthors":[],"slug":"can-repetitive-exercises-actually-feed-the-creative-process","title":"Can Repetitive Exercises Actually Feed the Creative Process?","publishDate":1361557168,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n","blocks":[],"excerpt":"The role of rote practice in creativity is a hotly debated topic.","status":"publish","parent":0,"modified":1491850156,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1456},"headData":{"title":"Can Repetitive Exercises Actually Feed the Creative Process? | KQED","description":"The role of rote practice in creativity is a hotly debated topic.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Repetitive Exercises Actually Feed the Creative Process?","datePublished":"2013-02-22T18:19:28.000Z","dateModified":"2017-04-10T18:49:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"27283 http://blogs.kqed.org/mindshift/?p=27283","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/","disqusTitle":"Can Repetitive Exercises Actually Feed the Creative Process?","path":"/mindshift/27283/can-repetitive-exercises-actually-feed-the-creative-process","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27283/can-repetitive-exercises-actually-feed-the-creative-process","authors":["4354"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_862","mindshift_1002","mindshift_1040","mindshift_1001","mindshift_1003"],"featImg":"mindshift_47989","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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