Daniel Poux’s ppt- was the second half of the criti thinking presenttion by Deanne Puloka

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive & Educational Psychology  Students are responsible for regulating an increasing amount of their learning as they progress from elementary through middle school and high school to college.  Lifelong learners also need to continue regulating their own learning, whether it takes place in the context of education, the workplace or recreational activities.  Researchers limited choices to techniques that could be implemented by students without assistance (e.g., without requiring advanced technologies or extensive materials that would have to be prepared by a teacher).  Some training may be required for students to learn how to use a technique with fidelity, but students should be able to use the techniques without supervision.  Researchers chose techniques for which a sufficient amount of empirical evidence was available to support at least a preliminary assessment of potential efficacy.

Nine Common Study Techniques Practice testing – using flashcards to review material Distributed practice – spreading out your study sessions Mnemonics – memory joggers (rhymes, acronyms) Self-explanation – forcing yourself to explain instead of reading Elaborative interrogation – asking yourself “why” as you read Mental imagery – using pictures to help you remember text Re-reading Summarizing Highlighting and underlining

THE BEST:  Practice testing – using flashcards to review material  Distributed practice – spreading out your study sessions THE REST:  Mnemonics – memory joggers (rhymes, acronyms)  Self-explanation – forcing yourself to explain instead of reading  Elaborative interrogation – asking yourself “why” as you read  Mental imagery – using pictures to help you remember text THE WORST:  Re-reading  Summarizing  Highlighting and underlining

Highlighting Interferes with Making Connections

Re-reading

Summarizing – Pro Tips  Restate ideas of the source in different words and phrases  Do not add your own ideas, opinions or judgment of the arguments  Make it shorter than the source  Ask yourself “So What?”

Mental Imagery “Sally Made Harry Eat Onions”

English: “I” before “E” except after “C” (believe, receipt) Spanish: this – esto these – estos that – eso those – esos “this and these, keep the t’s, that and those, out it goes” Mnemonics – Rhymes

“Jesus Christ Made Seattle Under Protest”

Cramming doesn’t work in the long run

Vilfredo Pareto Italian engineer, sociologist, economist, political scientist & philosopher 1848 – 1923 Why Distributed Practice Works Better

Examples of Distributed Practice

Practice Testing Improves Recall

Hansel & Gretel