Many students are using study strategies that don't work — and better options exist
Three Things Top Performing Students Know That Their Peers Miss
How Relearning Old Concepts Alongside New Ones Makes It All Stick
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FM","link":"/"}},"mindshift_60868":{"type":"posts","id":"mindshift_60868","meta":{"index":"posts_1591205157","site":"mindshift","id":"60868","score":null,"sort":[1674471657000]},"guestAuthors":[],"slug":"many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","title":"Many students are using study strategies that don't work — and better options exist","publishDate":1674471657,"format":"audio","headTitle":"Many students are using study strategies that don’t work — and better options exist | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=-t5pr11Vj2E]\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=JmhYnvm0kPg]\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book, “Outsmart Your Brain,” University of Virginia psychologist Daniel Willingham points out all the wrong ways that students do homework, take notes in class or study for tests, and he offers almost 100 research-based tips on how to be a better student.","status":"publish","parent":0,"modified":1700528855,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1334},"headData":{"title":"Many students are using study strategies that don't work — and better options exist | KQED","description":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Many students are using study strategies that don't work — and better options exist","datePublished":"2023-01-23T11:00:57.000Z","dateModified":"2023-11-21T01:07:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5796443433.mp3?updated=1684894148","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\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!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>\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/-t5pr11Vj2E'\n title='//www.youtube.com/embed/-t5pr11Vj2E'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>\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/JmhYnvm0kPg'\n title='//www.youtube.com/embed/JmhYnvm0kPg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","authors":["byline_mindshift_60868"],"programs":["mindshift_21847"],"categories":["mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_20552","mindshift_20556","mindshift_46","mindshift_20725","mindshift_20823","mindshift_21421","mindshift_20736"],"featImg":"mindshift_60872","label":"mindshift_21847"},"mindshift_46951":{"type":"posts","id":"mindshift_46951","meta":{"index":"posts_1591205157","site":"mindshift","id":"46951","score":null,"sort":[1478890880000]},"guestAuthors":[],"slug":"three-things-top-performing-students-know-that-their-peers-miss","title":"Three Things Top Performing Students Know That Their Peers Miss","publishDate":1478890880,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every class has students who excel and those who don't. The reasons behind academic performance are myriad, but when \u003ca href=\"https://www.youtube.com/watch?v=Na8m4GPqA30\" target=\"_blank\">Douglas Barton\u003c/a> and his team at \u003ca href=\"http://us.elevateeducation.com/\" target=\"_blank\">Elevate Education\u003c/a> set out to study and benchmark the most effective practices used by top students in Australia, the U.K., South Africa and the U.S. they found three common practices. The company has used its findings to coach students on the most effective study strategies.\u003c/p>\n\u003cp>Barton says 50 - 90 percent of students say IQ has the biggest impact on their ability to get good grades. Barton says his team found 13 other variables more important than IQ to predict academic achievement including things like self-discipline and self-motivation. So his first piece of advice to students is to \u003ca href=\"https://ww2.kqed.org/mindshift/2011/11/04/can-everyone-be-smart-at-everything/\" target=\"_blank\">stop worrying about IQ\u003c/a>.\u003c/p>\n\u003cp>The other reason students often give for not succeeding at the level they want is that they aren't working hard enough. Barton quibbles with that assessment, saying it's not just about working hard, but rather about working hard in the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">right ways\u003c/a>. Few of the top students don't work hard, but many students who work just as hard as the top students don't perform well. The reason is that they are working hard at the wrong things. Poor study skills zealously applied won't lead to better results, but are likely to lead to disengagement.\u003c/p>\n\u003cp>One of biggest differences between top students and everyone else was that when they study, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/16/studying-with-quizzes-helps-make-sure-the-material-sticks/\" target=\"_blank\">they take practice tests\u003c/a>. Only 11 percent of students do this, but they perform better because they are studying in a way that goes beyond memorizing material. On the flip side, most students report studying by making notes, re-reading notes, writing out notes or cramming. All these ways of studying emphasize rote memory.\u003c/p>\n\u003cp>Lastly, Barton says when the best students make studying schedules for themselves they first include things they like to do on their schedule and then work study time in after. This method naturally ensures that students are doing things they like to do every day in addition to studying, so they don't burn out. These balanced schedules are easier follow. In contrast, most students cram their schedules full of study times, intent on doing better, but quickly abandon the plan when they're unhappy with how little free time they have.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Na8m4GPqA30\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Often the students earning the best grades in class aren't smarter, they're just working more efficiently.","status":"publish","parent":0,"modified":1478890880,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/Na8m4GPqA30"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":393},"headData":{"title":"Three Things Top Performing Students Know That Their Peers Miss | KQED","description":"Often the students earning the best grades in class aren't smarter, they're just working more efficiently.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Things Top Performing Students Know That Their Peers Miss","datePublished":"2016-11-11T19:01:20.000Z","dateModified":"2016-11-11T19:01:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46951 http://ww2.kqed.org/mindshift/?p=46951","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/","disqusTitle":"Three Things Top Performing Students Know That Their Peers Miss","path":"/mindshift/46951/three-things-top-performing-students-know-that-their-peers-miss","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every class has students who excel and those who don't. The reasons behind academic performance are myriad, but when \u003ca href=\"https://www.youtube.com/watch?v=Na8m4GPqA30\" target=\"_blank\">Douglas Barton\u003c/a> and his team at \u003ca href=\"http://us.elevateeducation.com/\" target=\"_blank\">Elevate Education\u003c/a> set out to study and benchmark the most effective practices used by top students in Australia, the U.K., South Africa and the U.S. they found three common practices. The company has used its findings to coach students on the most effective study strategies.\u003c/p>\n\u003cp>Barton says 50 - 90 percent of students say IQ has the biggest impact on their ability to get good grades. Barton says his team found 13 other variables more important than IQ to predict academic achievement including things like self-discipline and self-motivation. So his first piece of advice to students is to \u003ca href=\"https://ww2.kqed.org/mindshift/2011/11/04/can-everyone-be-smart-at-everything/\" target=\"_blank\">stop worrying about IQ\u003c/a>.\u003c/p>\n\u003cp>The other reason students often give for not succeeding at the level they want is that they aren't working hard enough. Barton quibbles with that assessment, saying it's not just about working hard, but rather about working hard in the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">right ways\u003c/a>. Few of the top students don't work hard, but many students who work just as hard as the top students don't perform well. The reason is that they are working hard at the wrong things. Poor study skills zealously applied won't lead to better results, but are likely to lead to disengagement.\u003c/p>\n\u003cp>One of biggest differences between top students and everyone else was that when they study, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/16/studying-with-quizzes-helps-make-sure-the-material-sticks/\" target=\"_blank\">they take practice tests\u003c/a>. Only 11 percent of students do this, but they perform better because they are studying in a way that goes beyond memorizing material. On the flip side, most students report studying by making notes, re-reading notes, writing out notes or cramming. All these ways of studying emphasize rote memory.\u003c/p>\n\u003cp>Lastly, Barton says when the best students make studying schedules for themselves they first include things they like to do on their schedule and then work study time in after. This method naturally ensures that students are doing things they like to do every day in addition to studying, so they don't burn out. These balanced schedules are easier follow. In contrast, most students cram their schedules full of study times, intent on doing better, but quickly abandon the plan when they're unhappy with how little free time they have.\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>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Na8m4GPqA30\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46951/three-things-top-performing-students-know-that-their-peers-miss","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20823","mindshift_20736"],"featImg":"mindshift_46976","label":"mindshift"},"mindshift_37765":{"type":"posts","id":"mindshift_37765","meta":{"index":"posts_1591205157","site":"mindshift","id":"37765","score":null,"sort":[1414500780000]},"guestAuthors":[],"slug":"how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick","title":"How Relearning Old Concepts Alongside New Ones Makes It All Stick","publishDate":1414500780,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38286\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38286\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Samara Freemark and Stephen Smith, \u003ca href=\"http://www.americanradioworks.org/\" target=\"_blank\">American RadioWorks\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">UCLA researcher Dick Schmidt gazes across the driving range at a line of golfers trying to improve their game. It’s a breezy day at the Westchester Golf Course and there’s a relentless roar of jet traffic from the nearby Los Angeles airport. Schmidt is a retired professor of psychology at UCLA, and an authority on how humans learn and develop motor skills.\u003c/p>\n\u003cp>As Schmidt watches the golfers practice the same swing with the same clubs, over and over, he chuckles. There’s a much better way to learn than this kind of rote physical memorization.\u003c/p>\n\u003cp>“I give conference presentations to golf instructors and professionals,” Schmidt said. “They’re quite surprised.”\u003c/p>\n\u003cp>Schmidt explains that repetitive drilling on the same task is called “block practice.” You do the same thing, over and over, in one block of activity. He argues that a better way to learn is to practice several new things in succession, a technique called “variable practice” or “interleaving.” So a golfer would interleave her exercises at the range by aiming at different targets each time, by mixing up the kinds of shots she takes or switching the clubs she uses.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The thing that's really interesting, that's come out of this study and related studies, is that people consistently don't understand what's good for their own learning.'\u003c/aside>\n\u003cp>Tim Lee draws a five-iron from his bag to demonstrate. Like Dick Schmidt, Lee is a kinesiologist -- one who studies human movement. Lee and Schmidt co-wrote an influential book on motor skills acquisition and they've played golf together for years. Lee is hitting into the wind so he’s going to practice low shots. Instead of blocking his practice, Lee is interleaving the different shots.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So I might try to hit a knockdown shot to start with, and then I might try a hook and then a slice,” Lee said.\u003c/p>\n\u003cp>Lee recently retired from McMaster University in Canada. He's in Los Angeles to visit Schmidt, a longtime friend and colleague. Joining them on the links is UCLA psychologist Bob Bjork, a veteran golfer who has studied cognitive skill learning with Schmidt. Their collective work on how humans learn best suggests that much of the way students are taught — and how they study and practice — could be much more effective, be it on the driving range or in the classroom.\u003c/p>\n\u003cp>Bjork studies interleaving in his psychology lab at UCLA. One experiment uses art to compare the effectiveness of blocking versus interleaving in learning. One test asks participants to look at images on a computer screen to learn the artistic styles of a group of modern painters. Participants don’t know it up-front, but they are offered one set of painters and names in a block. Another set is interleaved. When they’re tested later, most people do far better at identifying the artists they learned about through interleaved images than the ones that were blocked. Most get about 35 percent of the blocked examples but 60 percent of the interleaved.\u003c/p>\n\u003cp>\"The thing that's really interesting that's come out of this study and related studies is that people consistently don't understand what's good for their own learning,\" said graduate student Veronica Yan, who helps run the experiment. Participants are asked afterward which worked better for them, blocking or interleaving. Some 70 percent of participants believe blocking was the more effective way to learn, even though it wasn’t.\u003c/p>\n\u003cp>Bjork says interleaving works better in all but the youngest learners because it seems to fit the mind’s natural capacity to detect patterns and recognize differences. Interleaving images present more chances to compare the stylistic variations of the 12 artists than blocking does.\u003c/p>\n\u003cp>[contextly_sidebar id=\"vhipJLh5XNHXT7CvUtP1IjFLOv6ttJbI\"]\u003c/p>\n\u003cp>In the laboratory, the same amount of time is given for each approach. But in the real world, there’s another benefit of interleaving, Bjork says: It tends to encourage the learner to spread out his studies. For example, when college students cram for a test, they don’t learn as well in the long run. “It can produce good exam performance,” Bjork said. “You stay up all night and cram; people can perform well. But then the forgetting is dramatic after that. Long-term recall is really enhanced by spacing study sessions.”\u003c/p>\n\u003cp>When students interleave their studies over a spread-out period of time, the repeated act of recalling the information likely leads to deeper, more long-term learning, Bjork said.\u003c/p>\n\u003cp>Bjork is also interested in how making mistakes can enhance long-term learning. Humans obviously learn a lot of things through trial and error. A level of “desirable difficulty” built into a learning and exam process appears to boost the overall retention of new skills or knowledge. He says frequent, low-stakes quizzes and tests can be a great opportunity to learn from mistakes. So is group discussion.\u003c/p>\n\u003cp>“I once taught a small undergraduate seminar where I said, ‘Until you say something completely wrong, for the wrong reason, you have not contributed to the discussion,’ ” Bjork said. “You are contributing to the class when you make an error.”\u003c/p>\n\u003cp>Bjork argues we all need to become smarter learners. “In almost any job, you have to keep managing some new kind of technology,” Bjork said. “People shift their careers. So this is a kind of lifelong thing where just knowing how to manage your own learning is very important.”\u003c/p>\n\u003cp>\u003cstrong>PUTTING THE THEORY TO WORK IN A CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Jen DeMik is a seventh-grade pre-algebra teacher at Liberty Middle School in Tampa Bay, Florida. DeMik is one of those powerhouse teachers uniquely skilled at getting kids excited about math. Watching her teach is like watching some mashup of motivational speaker, preacher and mom. Alternately cajoling, praising, and scolding, she calls her kids “baby” and “honey” and jokes about peeing in her pants. When trying to get students to understand the concept of slope, DeMik will throw out three metaphors, one after another: a ski run, a skate park and, when that didn’t work, the Tampa Bay Buccaneers stadium.\u003c/p>\n\u003cp>“When you look at algebra and high school math, seventh grade is the last shot you have to convince kids they can still do this,” DeMik said. “Because if they go into algebra not thinking they can do it, they’re going to have struggles the rest of their careers. So if we can get them now, they’re good.”\u003c/p>\n\u003cp>So when a psychologist from the University of South Florida named Doug Rohrer came to DeMik three years ago and told her he wanted to redesign her curriculum so her kids would learn better, she actually gave him the time of day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Everything we're seeing here suggests that schools could be more effective. People could learn much more effectively than they're learning.'\u003c/aside>\n\u003cp>Rohrer had done work on interleaving in the lab. Now he wanted to try out the concept in a real classroom. Liberty Middle School was just down the street from Rohrer’s house, so he called up DeMik and explained the research on interleaving and how, in the lab, it seemed to lead to big gains in learning. He told her he wanted to try interleaving her students’ homework assignments.\u003c/p>\n\u003cp>“My eyes lit up,” DeMik said. “I was like, this makes so much sense. But are our resources currently designed like that? No, they’re not. So I thought it was fantastic, and I was all for it.” DeMik was also getting tired of the standard model of math homework, which is to give kids lots of problems on the concepts they’ve just learned, with only the specific numbers changed.\u003c/p>\n\u003cp>“We call that drill and kill,” DeMik said. “We’ll just keep drilling you until we kill you, and then you will definitely hate math. So why are we doing 400 math problems that are the same?”\u003c/p>\n\u003cp>Researchers say that the problem with “drill and kill” and other kinds of blocked study isn’t just that they’re boring. They also stunt student learning. “There are always two steps to solving a problem: identify the solving strategy, and then execute it,” Rohrer said. “In blocked study, [students] know that this is a unit on, say, the Pythagorean theorem, so they don’t need to choose a strategy. All they have to do is execute, over and over.”\u003c/p>\n\u003cp>When teachers give homework sets made up of only one kind of problem, they deny their students the chance to practice choosing a solving strategy. Later, when students are faced with a mix of types of problems on an exam, they’re unprepared.\u003c/p>\n\u003cp>So Rohrer designed a simple experiment to interleave homework in DeMik’s and two other teachers’ classrooms. Half of the class’s homework assignments would stay the same. But for the other half, Rohrer would take all the homework questions the teachers had used last year and mix them up. So the interleaved assignments would have some questions about what the class was currently studying, and some questions about things they had studied earlier in the year.\u003c/p>\n\u003cp>DeMik teaches two seventh-grade classes and the material for the year is broken up into four units. As a way of controlling the study, Rohrer interleaved different assignments for each of DeMik’s two classes. For example, while one group of seventh-graders had traditional homework for linear equations, the other class had interleaved homework for that unit. This approach helped Rohrer isolate the impact of the interleaved homework.\u003c/p>\n\u003cp>The students in DeMik’s class took a while to warm to the new homework.\u003c/p>\n\u003cp>“Because it’s been so long since you’ve actually seen how to do it, so when it comes back you’re just like, “Wait, what? I don’t remember this,’ ” said student Marigny Duga.\u003c/p>\n\u003cp>But once they got used to it, the students started to like the new homework.\u003c/p>\n\u003cp>“When you’re reviewing, there’s an aha moment — oh I remember that,” said Sebastian Lancaster. “And it just kind of clicks and you’re like, ‘I know how to do that.’ ”\u003cbr>\nAnother student, Courtney Mortz, said, “When it comes time for the tests you’re not like, ‘Eek! — what?’”\u003c/p>\n\u003cp>At the end of the study, Doug Rohrer walked into DeMik’s classroom and gave the kids an unannounced test on everything they had covered until then, both interleaved and standard. The kids did better on the interleaved materials — significantly better. For the kinds of problems they learned with interleaved practice, the kids averaged 72 percent correct. With blocked practice, they averaged only 38 percent. (You can read Rohrer’s description of the study, and its results, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/24578089\">here\u003c/a>.)\u003c/p>\n\u003cp>Rohrer stresses that further research is critical to make sure that the effects he found at Liberty Middle School generalize to other kinds of material, students of different levels and students in different grades. But, he says, the findings represent “a big difference. I think we can safely say these results demonstrate that there’s something to interleaving.”\u003c/p>\n\u003cp>Still, even when research has extremely promising results, it can be hard to get new methods of teaching into the classroom. Psychologist Bjork says that these kinds of innovations move “agonizingly slowly” into actual classroom practice, especially in the K-12 system. He says there are few incentives for schools to change long-held ways of teaching, and people stick to the learning methods they’re used to, even when those methods don’t actually work very well.\u003c/p>\n\u003cp>“There’s a broad feeling that we could learn better, our kids could learn better, that it’s important,” Bjork said. “And everything we’re seeing here suggests that schools could be more effective. People could learn much more effectively than they’re learning.”\u003c/p>\n\u003cp>\u003cem>This article first appeared on\u003ca href=\"http://www.americanradioworks.org/\"> American RadioWorks\u003c/a>. It is part of a longer \u003ca href=\"http://www.americanradioworks.org/documentaries/the-science-of-smart/\" target=\"_blank\">radio documentary\u003c/a> called \"The Science of Smart,\" which can be heard here:\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://americanradioworks.publicradio.org/play/static.php?name=/americanradioworks/2014/sciencesmart_128\" width=\"400px\" height=\"44px\" frameborder=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Researchers say 'drill and kill' approach isn't just boring -- it also stunts student learning.","status":"publish","parent":0,"modified":1414503223,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://americanradioworks.publicradio.org/play/static.php"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2119},"headData":{"title":"How Relearning Old Concepts Alongside New Ones Makes It All Stick | KQED","description":"Researchers say 'drill and kill' approach isn't just boring -- it also stunts student learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Relearning Old Concepts Alongside New Ones Makes It All Stick","datePublished":"2014-10-28T12:53:00.000Z","dateModified":"2014-10-28T13:33:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37765 http://blogs.kqed.org/mindshift/?p=37765","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/","disqusTitle":"How Relearning Old Concepts Alongside New Ones Makes It All Stick","path":"/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38286\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38286\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Samara Freemark and Stephen Smith, \u003ca href=\"http://www.americanradioworks.org/\" target=\"_blank\">American RadioWorks\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">UCLA researcher Dick Schmidt gazes across the driving range at a line of golfers trying to improve their game. It’s a breezy day at the Westchester Golf Course and there’s a relentless roar of jet traffic from the nearby Los Angeles airport. Schmidt is a retired professor of psychology at UCLA, and an authority on how humans learn and develop motor skills.\u003c/p>\n\u003cp>As Schmidt watches the golfers practice the same swing with the same clubs, over and over, he chuckles. There’s a much better way to learn than this kind of rote physical memorization.\u003c/p>\n\u003cp>“I give conference presentations to golf instructors and professionals,” Schmidt said. “They’re quite surprised.”\u003c/p>\n\u003cp>Schmidt explains that repetitive drilling on the same task is called “block practice.” You do the same thing, over and over, in one block of activity. He argues that a better way to learn is to practice several new things in succession, a technique called “variable practice” or “interleaving.” So a golfer would interleave her exercises at the range by aiming at different targets each time, by mixing up the kinds of shots she takes or switching the clubs she uses.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The thing that's really interesting, that's come out of this study and related studies, is that people consistently don't understand what's good for their own learning.'\u003c/aside>\n\u003cp>Tim Lee draws a five-iron from his bag to demonstrate. Like Dick Schmidt, Lee is a kinesiologist -- one who studies human movement. Lee and Schmidt co-wrote an influential book on motor skills acquisition and they've played golf together for years. Lee is hitting into the wind so he’s going to practice low shots. Instead of blocking his practice, Lee is interleaving the different shots.\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>“So I might try to hit a knockdown shot to start with, and then I might try a hook and then a slice,” Lee said.\u003c/p>\n\u003cp>Lee recently retired from McMaster University in Canada. He's in Los Angeles to visit Schmidt, a longtime friend and colleague. Joining them on the links is UCLA psychologist Bob Bjork, a veteran golfer who has studied cognitive skill learning with Schmidt. Their collective work on how humans learn best suggests that much of the way students are taught — and how they study and practice — could be much more effective, be it on the driving range or in the classroom.\u003c/p>\n\u003cp>Bjork studies interleaving in his psychology lab at UCLA. One experiment uses art to compare the effectiveness of blocking versus interleaving in learning. One test asks participants to look at images on a computer screen to learn the artistic styles of a group of modern painters. Participants don’t know it up-front, but they are offered one set of painters and names in a block. Another set is interleaved. When they’re tested later, most people do far better at identifying the artists they learned about through interleaved images than the ones that were blocked. Most get about 35 percent of the blocked examples but 60 percent of the interleaved.\u003c/p>\n\u003cp>\"The thing that's really interesting that's come out of this study and related studies is that people consistently don't understand what's good for their own learning,\" said graduate student Veronica Yan, who helps run the experiment. Participants are asked afterward which worked better for them, blocking or interleaving. Some 70 percent of participants believe blocking was the more effective way to learn, even though it wasn’t.\u003c/p>\n\u003cp>Bjork says interleaving works better in all but the youngest learners because it seems to fit the mind’s natural capacity to detect patterns and recognize differences. Interleaving images present more chances to compare the stylistic variations of the 12 artists than blocking does.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In the laboratory, the same amount of time is given for each approach. But in the real world, there’s another benefit of interleaving, Bjork says: It tends to encourage the learner to spread out his studies. For example, when college students cram for a test, they don’t learn as well in the long run. “It can produce good exam performance,” Bjork said. “You stay up all night and cram; people can perform well. But then the forgetting is dramatic after that. Long-term recall is really enhanced by spacing study sessions.”\u003c/p>\n\u003cp>When students interleave their studies over a spread-out period of time, the repeated act of recalling the information likely leads to deeper, more long-term learning, Bjork said.\u003c/p>\n\u003cp>Bjork is also interested in how making mistakes can enhance long-term learning. Humans obviously learn a lot of things through trial and error. A level of “desirable difficulty” built into a learning and exam process appears to boost the overall retention of new skills or knowledge. He says frequent, low-stakes quizzes and tests can be a great opportunity to learn from mistakes. So is group discussion.\u003c/p>\n\u003cp>“I once taught a small undergraduate seminar where I said, ‘Until you say something completely wrong, for the wrong reason, you have not contributed to the discussion,’ ” Bjork said. “You are contributing to the class when you make an error.”\u003c/p>\n\u003cp>Bjork argues we all need to become smarter learners. “In almost any job, you have to keep managing some new kind of technology,” Bjork said. “People shift their careers. So this is a kind of lifelong thing where just knowing how to manage your own learning is very important.”\u003c/p>\n\u003cp>\u003cstrong>PUTTING THE THEORY TO WORK IN A CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Jen DeMik is a seventh-grade pre-algebra teacher at Liberty Middle School in Tampa Bay, Florida. DeMik is one of those powerhouse teachers uniquely skilled at getting kids excited about math. Watching her teach is like watching some mashup of motivational speaker, preacher and mom. Alternately cajoling, praising, and scolding, she calls her kids “baby” and “honey” and jokes about peeing in her pants. When trying to get students to understand the concept of slope, DeMik will throw out three metaphors, one after another: a ski run, a skate park and, when that didn’t work, the Tampa Bay Buccaneers stadium.\u003c/p>\n\u003cp>“When you look at algebra and high school math, seventh grade is the last shot you have to convince kids they can still do this,” DeMik said. “Because if they go into algebra not thinking they can do it, they’re going to have struggles the rest of their careers. So if we can get them now, they’re good.”\u003c/p>\n\u003cp>So when a psychologist from the University of South Florida named Doug Rohrer came to DeMik three years ago and told her he wanted to redesign her curriculum so her kids would learn better, she actually gave him the time of day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Everything we're seeing here suggests that schools could be more effective. People could learn much more effectively than they're learning.'\u003c/aside>\n\u003cp>Rohrer had done work on interleaving in the lab. Now he wanted to try out the concept in a real classroom. Liberty Middle School was just down the street from Rohrer’s house, so he called up DeMik and explained the research on interleaving and how, in the lab, it seemed to lead to big gains in learning. He told her he wanted to try interleaving her students’ homework assignments.\u003c/p>\n\u003cp>“My eyes lit up,” DeMik said. “I was like, this makes so much sense. But are our resources currently designed like that? No, they’re not. So I thought it was fantastic, and I was all for it.” DeMik was also getting tired of the standard model of math homework, which is to give kids lots of problems on the concepts they’ve just learned, with only the specific numbers changed.\u003c/p>\n\u003cp>“We call that drill and kill,” DeMik said. “We’ll just keep drilling you until we kill you, and then you will definitely hate math. So why are we doing 400 math problems that are the same?”\u003c/p>\n\u003cp>Researchers say that the problem with “drill and kill” and other kinds of blocked study isn’t just that they’re boring. They also stunt student learning. “There are always two steps to solving a problem: identify the solving strategy, and then execute it,” Rohrer said. “In blocked study, [students] know that this is a unit on, say, the Pythagorean theorem, so they don’t need to choose a strategy. All they have to do is execute, over and over.”\u003c/p>\n\u003cp>When teachers give homework sets made up of only one kind of problem, they deny their students the chance to practice choosing a solving strategy. Later, when students are faced with a mix of types of problems on an exam, they’re unprepared.\u003c/p>\n\u003cp>So Rohrer designed a simple experiment to interleave homework in DeMik’s and two other teachers’ classrooms. Half of the class’s homework assignments would stay the same. But for the other half, Rohrer would take all the homework questions the teachers had used last year and mix them up. So the interleaved assignments would have some questions about what the class was currently studying, and some questions about things they had studied earlier in the year.\u003c/p>\n\u003cp>DeMik teaches two seventh-grade classes and the material for the year is broken up into four units. As a way of controlling the study, Rohrer interleaved different assignments for each of DeMik’s two classes. For example, while one group of seventh-graders had traditional homework for linear equations, the other class had interleaved homework for that unit. This approach helped Rohrer isolate the impact of the interleaved homework.\u003c/p>\n\u003cp>The students in DeMik’s class took a while to warm to the new homework.\u003c/p>\n\u003cp>“Because it’s been so long since you’ve actually seen how to do it, so when it comes back you’re just like, “Wait, what? I don’t remember this,’ ” said student Marigny Duga.\u003c/p>\n\u003cp>But once they got used to it, the students started to like the new homework.\u003c/p>\n\u003cp>“When you’re reviewing, there’s an aha moment — oh I remember that,” said Sebastian Lancaster. “And it just kind of clicks and you’re like, ‘I know how to do that.’ ”\u003cbr>\nAnother student, Courtney Mortz, said, “When it comes time for the tests you’re not like, ‘Eek! — what?’”\u003c/p>\n\u003cp>At the end of the study, Doug Rohrer walked into DeMik’s classroom and gave the kids an unannounced test on everything they had covered until then, both interleaved and standard. The kids did better on the interleaved materials — significantly better. For the kinds of problems they learned with interleaved practice, the kids averaged 72 percent correct. With blocked practice, they averaged only 38 percent. (You can read Rohrer’s description of the study, and its results, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/24578089\">here\u003c/a>.)\u003c/p>\n\u003cp>Rohrer stresses that further research is critical to make sure that the effects he found at Liberty Middle School generalize to other kinds of material, students of different levels and students in different grades. But, he says, the findings represent “a big difference. I think we can safely say these results demonstrate that there’s something to interleaving.”\u003c/p>\n\u003cp>Still, even when research has extremely promising results, it can be hard to get new methods of teaching into the classroom. Psychologist Bjork says that these kinds of innovations move “agonizingly slowly” into actual classroom practice, especially in the K-12 system. He says there are few incentives for schools to change long-held ways of teaching, and people stick to the learning methods they’re used to, even when those methods don’t actually work very well.\u003c/p>\n\u003cp>“There’s a broad feeling that we could learn better, our kids could learn better, that it’s important,” Bjork said. “And everything we’re seeing here suggests that schools could be more effective. People could learn much more effectively than they’re learning.”\u003c/p>\n\u003cp>\u003cem>This article first appeared on\u003ca href=\"http://www.americanradioworks.org/\"> American RadioWorks\u003c/a>. It is part of a longer \u003ca href=\"http://www.americanradioworks.org/documentaries/the-science-of-smart/\" target=\"_blank\">radio documentary\u003c/a> called \"The Science of Smart,\" which can be heard here:\u003c/em>\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>\u003ciframe src=\"http://americanradioworks.publicradio.org/play/static.php?name=/americanradioworks/2014/sciencesmart_128\" width=\"400px\" height=\"44px\" frameborder=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20778","mindshift_767","mindshift_1040","mindshift_20777","mindshift_20736"],"featImg":"mindshift_38286","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. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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