Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches
A Better Way to Study Through Self-Testing and Distributed Practice
5 Strategies to Demystify the Learning Process for Struggling Students
Discovering Better Ways to Learn as an Adult
Why Teachers Should Help Students Learn Effective Study Strategies
Why Effective Practice Is Just As Important As the Hours of Practice
What Kinds of Homework Seem to be Most Effective?
How Relearning Old Concepts Alongside New Ones Makes It All Stick
Sponsored
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She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. 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Depends on the Grade. Teachers Share Their Approaches","publishDate":1570571368,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Homework is a hot-button issue for both parents and teachers. When we asked the MindShift audience about it, we got a wide range of thoughtful answers. And the results of our poll were pretty evenly split, although the “No’s” have it by a small margin (it’s worth checking out the \u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\" target=\"_blank\" rel=\"noopener\">poll on Twitter\u003c/a> and \u003ca href=\"https://www.facebook.com/MindShift.KQED/posts/2389195157783056?__tn__=-R\" target=\"_blank\" rel=\"noopener\">Facebook\u003c/a> to read about teachers' experiences with homework). That’s probably because a lot of adults are concerned that students are tired, stressed and don’t have enough downtime at home after school.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\">\u003cimg class=\"aligncenter size-full wp-image-54539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/homework-poll.png\" alt=\"\" width=\"648\" height=\"539\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll.png 648w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll-160x133.png 160w\" sizes=\"(max-width: 648px) 100vw, 648px\">\u003c/a>\u003c/p>\n\u003cp>There was a pretty clear consensus among educators and parents that homework is not appropriate in elementary school. And research supports this perspective -- homework in the \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543076001001\">early years\u003c/a> doesn’t do a lot to improve achievement. However, some argue that the goal of giving students some light assignments is to start building a habit around responsibly doing work at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Not for children up to age 12, as there is no research to support an achievement correlation\u003c/p>\n\u003cp>— Ali Baran (@AlisonBaran1) \u003ca href=\"https://twitter.com/AlisonBaran1/status/1176619456132526080?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many elementary teachers responded that \u003ca href=\"https://www.kqed.org/mindshift/51571/raising-kids-who-want-to-read-even-during-the-summer\" target=\"_blank\" rel=\"noopener\">reading at home\u003c/a> should be the only homework. And research on reading supports this approach. When reading becomes a habit, kids are more likely to enjoy reading and that has all kinds of positive benefits.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I prefer to call it Learning at home rather than homework. Skill practice, reading for pleasure, finishing up a learning task, preparing for a test, conversations with family are all things that can happen at home and appropriate for kids in elementary school.\u003c/p>\n\u003cp>— Audrey McGregor (@AudreyMcGregor1) \u003ca href=\"https://twitter.com/AudreyMcGregor1/status/1176291491179827200?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many parents are frustrated that their kids’ teachers assign homework. They worry it is hurting their kids’ love of learning.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Yes but we have it in kindergarten. She’s five. She generally likes writing and reading and learning but as homework — nope. Kills the genuine curiosity and fun.\u003c/p>\n\u003cp>— Amanda Stupi (@Pemberly) \u003ca href=\"https://twitter.com/Pemberly/status/1176274501568364544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We are dealing with teachers that assign homework every night but tell us in conferences that they don't grade it. Instead they check for completion. My daughter gets A+ after A on homework and then gets a C in the test. Teachers tell me they have too many students to grade it\u003c/p>\n\u003cp>— JJ (@mzzstaj) \u003ca href=\"https://twitter.com/mzzstaj/status/1176276808431484928?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>A lot of teachers who responded to this poll said they don’t assign homework per se, but if students don’t finish their work in class, they are expected to finish it at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I try to give students time to work in class but sometimes they need to complete assignments at home. I don’t intentionally assign work for them to do exclusively at home.\u003c/p>\n\u003cp>— Dustin Potter (@mrpottercb) \u003ca href=\"https://twitter.com/mrpottercb/status/1176281865990410242?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I voted other because I do believe in giving engaging tasks that Ss WANT to do for homework, but homework for the sake of practice can be done in class and represents an equity issue when taken for a grade and Ss don’t have support at home\u003c/p>\n\u003cp>— Jenny Peters (@jennypmathed) \u003ca href=\"https://twitter.com/jennypmathed/status/1176301464391704582?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The research on homework and cognitive learning tells us that some kinds of homework are more useful than others, although\u003ca href=\"https://www.kqed.org/mindshift/24983/parents-wonder-why-so-much-homework\" target=\"_blank\" rel=\"noopener\"> parental frustration\u003c/a> about “poor quality” homework abounds. Many teachers responding to the poll said they don’t believe in \"busy work,\" but some definitely see value in practicing skills learned in class.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students need to learn the discipline of sitting and working at home but I dislike homework that requires more than 10 repetitions of the same skill. And error correcting work is good homework too.\u003c/p>\n\u003cp>— Alicia Warnick-Ellis (@Alitig1) \u003ca href=\"https://twitter.com/Alitig1/status/1176261971995500544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Cognitive science tells us one way to make homework \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">more effective is to space out practice\u003c/a>. The brain remembers things better when there are multiple opportunities to practice in small chunks over time. Designing homework that doesn’t leave topics in the past, but continues to resurface them over a semester, is powerful for retention.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Well-crafted homework for high school students (no busy-work) is essential for some courses. For elementary students - just no. If they just read at night, that would be great (but no reading logs).\u003c/p>\n\u003cp>— Amber Counts (@mrscounts) \u003ca href=\"https://twitter.com/mrscounts/status/1176266262487453696?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Research tells us another way to make homework more meaningful is to force students to \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\" target=\"_blank\" rel=\"noopener\">retrieve information from their memory\u003c/a> with low-stakes quizzes. When we first learn something, the memory we’ve formed with the information is weak and easily forgotten. But every time we pull it up without looking at notes, it gets stronger.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I believe in suggestions for home reinforcement and acceleration. The WORK should be done at school!\u003c/p>\n\u003cp>— Brian Moore (@BMooreAP) \u003ca href=\"https://twitter.com/BMooreAP/status/1176261696547106816?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Some research shows that in the older grades homework can be helpful. Some studies show \u003ca href=\"https://www.kqed.org/mindshift/42115/what-kinds-of-homework-seem-to-be-most-effective\" target=\"_blank\" rel=\"noopener\">a correlation between homework and improved unit test results\u003c/a>. But more is not always better. Research also shows that higher-income schools often assign more homework.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Written homework? No. But as a band teacher who sees her students only 2 or 3 times a week with no time for sectionals or pull-out lessons, I expect my students to practice at home.\u003c/p>\n\u003cp>— Ms. Tucker (@ExpatMusicEd) \u003ca href=\"https://twitter.com/ExpatMusicEd/status/1176262874810863616?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Instead of giving students a lot of practice on the same set of skills, homework with a \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">variety of questions that mix up the skills\u003c/a> required to solve them is more effective. Cognitive scientists call this “\u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener\">interleaving\u003c/a>.” When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">It exists so it doesn’t matter whether I believe in it. Should it exist? Yes, but not as rote drills or to teach obedience. It ought to be expansion & exploration, and developed across subject areas, so that there’s just one assignment not one for each subject.\u003c/p>\n\u003cp>— 🧱House🏳️🌈 (@architek2ra) \u003ca href=\"https://twitter.com/architek2ra/status/1176279862803193856?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Teachers and researchers agree that homework in elementary school doesn't correlate to better academic achievement. In the older grades, the research is mixed, but cognitive science offers ideas for how to make any homework you assign more effective.","status":"publish","parent":0,"modified":1570571369,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1029},"headData":{"title":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches | KQED","description":"Teachers and researchers agree that homework in elementary school doesn't correlate to better academic achievement. In the older grades, the research is mixed, but cognitive science offers ideas for how to make any homework you assign more effective.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches","datePublished":"2019-10-08T21:49:28.000Z","dateModified":"2019-10-08T21:49:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54536 https://ww2.kqed.org/mindshift/?p=54536","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/08/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches/","disqusTitle":"Is Homework Valuable? Depends on the Grade. Teachers Share Their Approaches","path":"/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Homework is a hot-button issue for both parents and teachers. When we asked the MindShift audience about it, we got a wide range of thoughtful answers. And the results of our poll were pretty evenly split, although the “No’s” have it by a small margin (it’s worth checking out the \u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\" target=\"_blank\" rel=\"noopener\">poll on Twitter\u003c/a> and \u003ca href=\"https://www.facebook.com/MindShift.KQED/posts/2389195157783056?__tn__=-R\" target=\"_blank\" rel=\"noopener\">Facebook\u003c/a> to read about teachers' experiences with homework). That’s probably because a lot of adults are concerned that students are tired, stressed and don’t have enough downtime at home after school.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MindShiftKQED/status/1176260575623385088\">\u003cimg class=\"aligncenter size-full wp-image-54539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/homework-poll.png\" alt=\"\" width=\"648\" height=\"539\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll.png 648w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/homework-poll-160x133.png 160w\" sizes=\"(max-width: 648px) 100vw, 648px\">\u003c/a>\u003c/p>\n\u003cp>There was a pretty clear consensus among educators and parents that homework is not appropriate in elementary school. And research supports this perspective -- homework in the \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543076001001\">early years\u003c/a> doesn’t do a lot to improve achievement. However, some argue that the goal of giving students some light assignments is to start building a habit around responsibly doing work at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Not for children up to age 12, as there is no research to support an achievement correlation\u003c/p>\n\u003cp>— Ali Baran (@AlisonBaran1) \u003ca href=\"https://twitter.com/AlisonBaran1/status/1176619456132526080?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many elementary teachers responded that \u003ca href=\"https://www.kqed.org/mindshift/51571/raising-kids-who-want-to-read-even-during-the-summer\" target=\"_blank\" rel=\"noopener\">reading at home\u003c/a> should be the only homework. And research on reading supports this approach. When reading becomes a habit, kids are more likely to enjoy reading and that has all kinds of positive benefits.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I prefer to call it Learning at home rather than homework. Skill practice, reading for pleasure, finishing up a learning task, preparing for a test, conversations with family are all things that can happen at home and appropriate for kids in elementary school.\u003c/p>\n\u003cp>— Audrey McGregor (@AudreyMcGregor1) \u003ca href=\"https://twitter.com/AudreyMcGregor1/status/1176291491179827200?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Many parents are frustrated that their kids’ teachers assign homework. They worry it is hurting their kids’ love of learning.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Yes but we have it in kindergarten. She’s five. She generally likes writing and reading and learning but as homework — nope. Kills the genuine curiosity and fun.\u003c/p>\n\u003cp>— Amanda Stupi (@Pemberly) \u003ca href=\"https://twitter.com/Pemberly/status/1176274501568364544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We are dealing with teachers that assign homework every night but tell us in conferences that they don't grade it. Instead they check for completion. My daughter gets A+ after A on homework and then gets a C in the test. Teachers tell me they have too many students to grade it\u003c/p>\n\u003cp>— JJ (@mzzstaj) \u003ca href=\"https://twitter.com/mzzstaj/status/1176276808431484928?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>A lot of teachers who responded to this poll said they don’t assign homework per se, but if students don’t finish their work in class, they are expected to finish it at home.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I try to give students time to work in class but sometimes they need to complete assignments at home. I don’t intentionally assign work for them to do exclusively at home.\u003c/p>\n\u003cp>— Dustin Potter (@mrpottercb) \u003ca href=\"https://twitter.com/mrpottercb/status/1176281865990410242?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I voted other because I do believe in giving engaging tasks that Ss WANT to do for homework, but homework for the sake of practice can be done in class and represents an equity issue when taken for a grade and Ss don’t have support at home\u003c/p>\n\u003cp>— Jenny Peters (@jennypmathed) \u003ca href=\"https://twitter.com/jennypmathed/status/1176301464391704582?ref_src=twsrc%5Etfw\">September 24, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The research on homework and cognitive learning tells us that some kinds of homework are more useful than others, although\u003ca href=\"https://www.kqed.org/mindshift/24983/parents-wonder-why-so-much-homework\" target=\"_blank\" rel=\"noopener\"> parental frustration\u003c/a> about “poor quality” homework abounds. Many teachers responding to the poll said they don’t believe in \"busy work,\" but some definitely see value in practicing skills learned in class.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Students need to learn the discipline of sitting and working at home but I dislike homework that requires more than 10 repetitions of the same skill. And error correcting work is good homework too.\u003c/p>\n\u003cp>— Alicia Warnick-Ellis (@Alitig1) \u003ca href=\"https://twitter.com/Alitig1/status/1176261971995500544?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Cognitive science tells us one way to make homework \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">more effective is to space out practice\u003c/a>. The brain remembers things better when there are multiple opportunities to practice in small chunks over time. Designing homework that doesn’t leave topics in the past, but continues to resurface them over a semester, is powerful for retention.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Well-crafted homework for high school students (no busy-work) is essential for some courses. For elementary students - just no. If they just read at night, that would be great (but no reading logs).\u003c/p>\n\u003cp>— Amber Counts (@mrscounts) \u003ca href=\"https://twitter.com/mrscounts/status/1176266262487453696?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Research tells us another way to make homework more meaningful is to force students to \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\" target=\"_blank\" rel=\"noopener\">retrieve information from their memory\u003c/a> with low-stakes quizzes. When we first learn something, the memory we’ve formed with the information is weak and easily forgotten. But every time we pull it up without looking at notes, it gets stronger.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I believe in suggestions for home reinforcement and acceleration. The WORK should be done at school!\u003c/p>\n\u003cp>— Brian Moore (@BMooreAP) \u003ca href=\"https://twitter.com/BMooreAP/status/1176261696547106816?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Some research shows that in the older grades homework can be helpful. Some studies show \u003ca href=\"https://www.kqed.org/mindshift/42115/what-kinds-of-homework-seem-to-be-most-effective\" target=\"_blank\" rel=\"noopener\">a correlation between homework and improved unit test results\u003c/a>. But more is not always better. Research also shows that higher-income schools often assign more homework.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Written homework? No. But as a band teacher who sees her students only 2 or 3 times a week with no time for sectionals or pull-out lessons, I expect my students to practice at home.\u003c/p>\n\u003cp>— Ms. Tucker (@ExpatMusicEd) \u003ca href=\"https://twitter.com/ExpatMusicEd/status/1176262874810863616?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Instead of giving students a lot of practice on the same set of skills, homework with a \u003ca href=\"https://www.kqed.org/mindshift/31391/how-can-we-make-homework-worthwhile\" target=\"_blank\" rel=\"noopener\">variety of questions that mix up the skills\u003c/a> required to solve them is more effective. Cognitive scientists call this “\u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener\">interleaving\u003c/a>.” When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">It exists so it doesn’t matter whether I believe in it. Should it exist? Yes, but not as rote drills or to teach obedience. It ought to be expansion & exploration, and developed across subject areas, so that there’s just one assignment not one for each subject.\u003c/p>\n\u003cp>— 🧱House🏳️🌈 (@architek2ra) \u003ca href=\"https://twitter.com/architek2ra/status/1176279862803193856?ref_src=twsrc%5Etfw\">September 23, 2019\u003c/a>\u003c/p>\u003c/blockquote>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_563","mindshift_20777","mindshift_550"],"featImg":"mindshift_54596","label":"mindshift"},"mindshift_49750":{"type":"posts","id":"mindshift_49750","meta":{"index":"posts_1591205157","site":"mindshift","id":"49750","score":null,"sort":[1511359440000]},"guestAuthors":[],"slug":"a-better-way-to-study-through-self-testing-and-distributed-practice","title":"A Better Way to Study Through Self-Testing and Distributed Practice","publishDate":1511359440,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As I prepared to write this column, I relied on some pretty typical study techniques. First, as I’ve done since my student days, I generously highlighted key information in my background reading. Along the way, I took notes, many of them verbatim, which is a snap with digital copying and pasting. (Gotta love that command-C, command-V.) Then I reread my notes and highlights. Sound familiar? Students everywhere embrace these techniques and yet, as it turns out, they are not particularly good ways to absorb new material. At least not if that’s all you do.\u003c/p>\n\u003cp>Researchers have devoted decades to studying how to study. The research literature is frankly overwhelming. Luckily for all of us, the journal \u003cem>Psychological Science in the Public Interest\u003c/em> published a \u003ca href=\"http://journals.sagepub.com/stoken/rbtfl/Z10jaVH/60XQM/full\">review article\u003c/a> a few years ago that remains the most comprehensive guide out there. Its 47 pages hold valuable lessons for learners of any age and any subject — especially now, with end-of-semester exams looming.\u003c/p>\n\u003cp>The authors examined ten different study techniques, including highlighting, rereading, taking practice tests, writing summaries, explaining the content to yourself or another person and using mnemonic devices. They drew on the results of nearly 400 prior studies. Then, in an act of boldness not often seen in academic research, they actually awarded ratings: high, low or moderate utility.\u003c/p>\n\u003cp>The study strategies that missed the top rating weren’t necessarily ineffective, explains the lead author John Dunlosky, a psychology professor at Kent State University, but they lacked sufficient evidence of efficacy, or were proven useful only in certain areas of study or with certain types of students. “We were trying to find strategies that have a broad impact across all domains for all students,” Dunlosky says, “so it was a pretty tough rating scale.”\u003c/p>\n\u003cp>In fact, only two techniques got the top rating: practice testing and “distributed practice,” which means scheduling study activities over a period of time — the opposite of cramming.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Practice testing can take many forms: flashcards, answering questions at the end of a textbook chapter, tackling review quizzes online. Research shows it works well for students from preschool through graduate and professional education. Practice tests are especially effective when they require “free recall” of learned content, as opposed to what researchers call “recognition tasks” such as true-or-false questions or multiple-choice. And that’s regardless of which format the final exam will follow.\u003c/p>\n\u003cp>Testing yourself works because you have to make the effort to pull information from your memory — something we don’t do when we merely review our notes or reread the textbook.\u003c/p>\n\u003cp>“We know that the act of retrieval is an extremely potent learning experience,” says cognitive psychologist Thomas Toppino, who chairs the department of Psychological and Brain Sciences at Villanova University. “We have tons of evidence about the relative effectiveness of retrieval as opposed to restudying.”\u003c/p>\n\u003cp>As for distributed practice vs. cramming, Dunlosky and his fellow authors write that “cramming is better than not studying at all,” but if you are going to devote four or five hours to studying for your biology mid-term, you would you be far better off spacing them out over a several days or weeks. “You get much more bang for your buck if you space,” Dunlosky told me.\u003c/p>\n\u003cp>The reasons for this are not fully understood, but probably have to do with a process called memory consolidation. As we revisit information over time, the memory becomes more stable and less easily disrupted. Neuroscientists believe this partly reflects the transfer of the memory from the hippocampus in the mid-brain to areas in the cerebral cortex. Revisiting the content at different times on different days also means it may become attached to more cues — an idea called “encoding variability.” So, if you are sitting in the library with the sun pouring through the windows as you study the Krebs Cycle, and then you study it again a few days later with a classmate over snacks in your kitchen, you’ve attached that content to a range of associated memories that may help you retain it.\u003c/p>\n\u003cp>Combining self-testing with distributed practice is especially powerful. “Never test yourself immediately after you study,” Toppino says. “You’re going to grossly overestimate how well you know the information if you test yourself right away.”\u003c/p>\n\u003cp>Even better is to get some sleep between your study sessions. Memory consolidation is known to occur during sleep. A \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797616659930\">2016 study\u003c/a> by Toppino and several colleagues in France has shown that if you interpose sleep between two study sessions, you'll remember more — and in a much more lasting way — than if you study for the same amount of time without a sleep break. In addition, when you come back and review material after sleeping, you’ll master it more quickly. In Toppino’s study, which involved learning Swahili words, the longer students slept, the faster they mastered the vocabulary words in their post-sleep study session and the better they remembered them one week later.\u003c/p>\n\u003cp>While much of this information has been known to researchers for years, it doesn’t seem to filter down to students or their teachers. A \u003ca href=\"https://www.nctq.org/dmsStage/Learning_About_Learning_Report\">report released last year\u003c/a> by the National Council on Teacher Quality found, shockingly, that 85 percent of the textbooks used to train teachers in how students learn had less than a page on validated strategies; 59 percent of the 48 education psychology textbooks surveyed offered not one sentence.\u003c/p>\n\u003cp>Students themselves are often misinformed or just plain disorganized. To take advantage of distributed practice and sleep, you’ve got to plan ahead and schedule your studying. As for self-testing, Toppino laments, “there’s a strong tendency for people to think that testing is for evaluation” and yet they miss the point that it is also for assessing their own knowledge gaps and where to focus their efforts.\u003c/p>\n\u003cp>Other study strategies besides the top two in Dunlosky’s paper can be useful. For example, there’s fairly good evidence to support “self-explanation” and something called “elaborative interrogation,” in which you ask yourself why the facts and concepts you’re learning are true. There’s even a place for highlighting. “The killer is that for many students the strategy they bring to the table to learn the content they've highlighted is just rereading it over and over again,” Dunlosky says. “They need to do more engaging things.”\u003c/p>\n\u003cp>Turns out that he’s a fond of highlighting as I am: “I still have my favorite highlighter,” he told me. “I would never give it up.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Don’t just highlight and reread to prep for an exam; research proves there are far better ways to get ready by using retrieval practice and spreading it out over time.","status":"publish","parent":0,"modified":1511359440,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1184},"headData":{"title":"A Better Way to Study Through Self-Testing and Distributed Practice | KQED","description":"Don’t just highlight and reread to prep for an exam; research proves there are far better ways to get ready by using retrieval practice and spreading it out over time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Better Way to Study Through Self-Testing and Distributed Practice","datePublished":"2017-11-22T14:04:00.000Z","dateModified":"2017-11-22T14:04:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49750 https://ww2.kqed.org/mindshift/?p=49750","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/22/a-better-way-to-study-through-self-testing-and-distributed-practice/","disqusTitle":"A Better Way to Study Through Self-Testing and Distributed Practice","nprByline":"\u003ca href “https://www.hechingerreport.org\">Claudia Wallis, The Hechinger Report\u003c/a>","path":"/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As I prepared to write this column, I relied on some pretty typical study techniques. First, as I’ve done since my student days, I generously highlighted key information in my background reading. Along the way, I took notes, many of them verbatim, which is a snap with digital copying and pasting. (Gotta love that command-C, command-V.) Then I reread my notes and highlights. Sound familiar? Students everywhere embrace these techniques and yet, as it turns out, they are not particularly good ways to absorb new material. At least not if that’s all you do.\u003c/p>\n\u003cp>Researchers have devoted decades to studying how to study. The research literature is frankly overwhelming. Luckily for all of us, the journal \u003cem>Psychological Science in the Public Interest\u003c/em> published a \u003ca href=\"http://journals.sagepub.com/stoken/rbtfl/Z10jaVH/60XQM/full\">review article\u003c/a> a few years ago that remains the most comprehensive guide out there. Its 47 pages hold valuable lessons for learners of any age and any subject — especially now, with end-of-semester exams looming.\u003c/p>\n\u003cp>The authors examined ten different study techniques, including highlighting, rereading, taking practice tests, writing summaries, explaining the content to yourself or another person and using mnemonic devices. They drew on the results of nearly 400 prior studies. Then, in an act of boldness not often seen in academic research, they actually awarded ratings: high, low or moderate utility.\u003c/p>\n\u003cp>The study strategies that missed the top rating weren’t necessarily ineffective, explains the lead author John Dunlosky, a psychology professor at Kent State University, but they lacked sufficient evidence of efficacy, or were proven useful only in certain areas of study or with certain types of students. “We were trying to find strategies that have a broad impact across all domains for all students,” Dunlosky says, “so it was a pretty tough rating scale.”\u003c/p>\n\u003cp>In fact, only two techniques got the top rating: practice testing and “distributed practice,” which means scheduling study activities over a period of time — the opposite of cramming.\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>Practice testing can take many forms: flashcards, answering questions at the end of a textbook chapter, tackling review quizzes online. Research shows it works well for students from preschool through graduate and professional education. Practice tests are especially effective when they require “free recall” of learned content, as opposed to what researchers call “recognition tasks” such as true-or-false questions or multiple-choice. And that’s regardless of which format the final exam will follow.\u003c/p>\n\u003cp>Testing yourself works because you have to make the effort to pull information from your memory — something we don’t do when we merely review our notes or reread the textbook.\u003c/p>\n\u003cp>“We know that the act of retrieval is an extremely potent learning experience,” says cognitive psychologist Thomas Toppino, who chairs the department of Psychological and Brain Sciences at Villanova University. “We have tons of evidence about the relative effectiveness of retrieval as opposed to restudying.”\u003c/p>\n\u003cp>As for distributed practice vs. cramming, Dunlosky and his fellow authors write that “cramming is better than not studying at all,” but if you are going to devote four or five hours to studying for your biology mid-term, you would you be far better off spacing them out over a several days or weeks. “You get much more bang for your buck if you space,” Dunlosky told me.\u003c/p>\n\u003cp>The reasons for this are not fully understood, but probably have to do with a process called memory consolidation. As we revisit information over time, the memory becomes more stable and less easily disrupted. Neuroscientists believe this partly reflects the transfer of the memory from the hippocampus in the mid-brain to areas in the cerebral cortex. Revisiting the content at different times on different days also means it may become attached to more cues — an idea called “encoding variability.” So, if you are sitting in the library with the sun pouring through the windows as you study the Krebs Cycle, and then you study it again a few days later with a classmate over snacks in your kitchen, you’ve attached that content to a range of associated memories that may help you retain it.\u003c/p>\n\u003cp>Combining self-testing with distributed practice is especially powerful. “Never test yourself immediately after you study,” Toppino says. “You’re going to grossly overestimate how well you know the information if you test yourself right away.”\u003c/p>\n\u003cp>Even better is to get some sleep between your study sessions. Memory consolidation is known to occur during sleep. A \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797616659930\">2016 study\u003c/a> by Toppino and several colleagues in France has shown that if you interpose sleep between two study sessions, you'll remember more — and in a much more lasting way — than if you study for the same amount of time without a sleep break. In addition, when you come back and review material after sleeping, you’ll master it more quickly. In Toppino’s study, which involved learning Swahili words, the longer students slept, the faster they mastered the vocabulary words in their post-sleep study session and the better they remembered them one week later.\u003c/p>\n\u003cp>While much of this information has been known to researchers for years, it doesn’t seem to filter down to students or their teachers. A \u003ca href=\"https://www.nctq.org/dmsStage/Learning_About_Learning_Report\">report released last year\u003c/a> by the National Council on Teacher Quality found, shockingly, that 85 percent of the textbooks used to train teachers in how students learn had less than a page on validated strategies; 59 percent of the 48 education psychology textbooks surveyed offered not one sentence.\u003c/p>\n\u003cp>Students themselves are often misinformed or just plain disorganized. To take advantage of distributed practice and sleep, you’ve got to plan ahead and schedule your studying. As for self-testing, Toppino laments, “there’s a strong tendency for people to think that testing is for evaluation” and yet they miss the point that it is also for assessing their own knowledge gaps and where to focus their efforts.\u003c/p>\n\u003cp>Other study strategies besides the top two in Dunlosky’s paper can be useful. For example, there’s fairly good evidence to support “self-explanation” and something called “elaborative interrogation,” in which you ask yourself why the facts and concepts you’re learning are true. There’s even a place for highlighting. “The killer is that for many students the strategy they bring to the table to learn the content they've highlighted is just rereading it over and over again,” Dunlosky says. “They need to do more engaging things.”\u003c/p>\n\u003cp>Turns out that he’s a fond of highlighting as I am: “I still have my favorite highlighter,” he told me. “I would never give it up.”\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 was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice","authors":["byline_mindshift_49750"],"categories":["mindshift_1"],"tags":["mindshift_20784","mindshift_1040","mindshift_20777","mindshift_21152","mindshift_20725","mindshift_20823"],"featImg":"mindshift_49753","label":"mindshift"},"mindshift_49697":{"type":"posts","id":"mindshift_49697","meta":{"index":"posts_1591205157","site":"mindshift","id":"49697","score":null,"sort":[1511165200000]},"guestAuthors":[],"slug":"5-strategies-to-demystify-the-learning-process-for-struggling-students","title":"5 Strategies to Demystify the Learning Process for Struggling Students","publishDate":1511165200,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Barbara Oakley’s \u003c/span>\u003ca href=\"https://barbaraoakley.com/\">\u003cspan style=\"font-weight: 400\">professional biography\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does not suggest that she was once a struggling math and science student: She is an engineering professor, author of \u003c/span>\u003ca href=\"https://www.amazon.com/Mind-Numbers-Science-Flunked-Algebra/dp/039916524X\">\u003ci>\u003cspan style=\"font-weight: 400\">A Mind For Numbers: How to Excel at Math and Science\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003cem>\u003ca href=\"https://www.amazon.com/Mindshift-Obstacles-Learning-Discover-Potential/dp/1101982853\">Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential\u003c/a> \u003c/em>(which is not affiliated with this MindShift). Oakley co-created Coursera's most popular course, \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.coursera.org/learn/learning-how-to-learn\">\u003cspan style=\"font-weight: 400\">Learning How to Learn\u003c/span>\u003c/a>,\u003cspan style=\"font-weight: 400\">\" with \u003ca href=\"https://www.salk.edu/scientist/terrence-sejnowski/\">Terrence Sejnowski\u003c/a>, which has enrolled nearly 2 million students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Oakley is a self-described “former math flunky” who “retooled” her brain -- and who has since made it her life’s work to help others l\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">earn how to learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by explaining some key principles from modern neuroscience. \u003c/span>\u003c/p>\n\u003cp>The field of metacognition offers educators many techniques that are rooted in brain research, such as \u003ca href=\"https://www.gwern.net/docs/psychology/writing/1993-ericsson.pdf\">deliberate practice \u003c/a>and \u003ca href=\"https://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/\">interleaving\u003c/a>. “But before you can even tackle these,” says Oakley, “you have to innoculate learners against the idea that they are stupid if they cannot figure things out first off. You have to teach them that faster is not always better.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While her online course primarily enrolls adults, Oakley is now working on a book aimed at 10-to-14-year-olds. \u003c/span>\u003cspan style=\"font-weight: 400\">“I picked that age range because it is old enough that they can grasp the ideas but young enough that they don’t necessarily think ‘I’m bad at math. I can’t do it.’ We can get to them before they lock out possibilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students do not understand how their brains learn and retain material, they can develop misconceptions about themselves as learners -- such as a faulty assumption that they are bad at a subject or that they suffer from performance anxiety. Oakley shares the common experience of students who reread their notes and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">think\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they know the material -- only to enter a test and find that they cannot retrieve the information. “They are horrified and think they must have test anxiety.” More likely, says Oakley, they simply haven’t been taught how to study in a way that allows them to retrieve the information. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakley recognizes that “many educators are not at all comfortable with or trained in neuroscience,” so she breaks down a few key principles that teachers can use in the classroom and share with students to help them demystify the learning process. \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. The Hiker Brain vs. The Race Car Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start by teaching students the difference between focused and diffused thinking, says Oakley. When the brain is in focused mode, you can get started on the task at hand. But deep understanding is not fully accomplished in this mode. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diffused thinking occurs when you allow your mind to wander, to imagine and to daydream. In this mode, the brain is still working -- consolidating information and “making sense of what you are trying to learn,” says Oakley. If a concept is easy for you to grasp right off, the focused mode might be sufficient, but if a new skill or concept “takes consideration, you have to toggle back and forth between these two modes of thinking as you get to true understanding of the material -- and this doesn’t happen quickly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because toggling is essential to learning, teachers and students need to build downtime into their day -- time when learning can “happen on background” as you play a game, go on a walk or color a picture. It’s also one reason \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4180265/\">\u003cspan style=\"font-weight: 400\">why sleep is so vital to healthy cognitive development.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since students tend to equate speed with smarts, \u003c/span>\u003cspan style=\"font-weight: 400\">Oakley suggests sharing this metaphor: “There’s a race car brain and a hiker brain. They both get to the finish line, but not at the same time. The race car brain gets there really fast, but everything goes by in a blur. The hiker brain takes time. It hears birds singing, sees the rabbit trails, feels the leaves. It’s a very different experience and, in some ways, much richer and deeper. You don’t need to be a super swift learner. In fact, sometimes you can learn more deeply by going slowly.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Chains and Chunks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cognitive psychology, “chunking” refers to the well-practiced mental patterns that are essential to developing expertise in a topic. Oakley prefers the image of a “chain” when she explains this to students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning is all about developing strong chains. For example, says Oakley, when you are first learning how to back up a car, you have to consciously think about each step, from how to turn the steering wheel to how to use your mirrors. But “once that process is chained, it’s easy” -- it becomes automatic. Similarly, once solving certain equations becomes automatic in math, students can apply these equations to more complex problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help students identify the procedures in a unit of study that they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">need\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to master in order to take their learning to the next level -- from the steps of the scientific method to fundamental drawing techniques.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any type of mastery involves the development of chains of procedural fluency. Then you can get into more complex areas of fluency,” says Oakley. Here’s another way to think about it. We all have about four slots of working memory that we can use to problem-solve in the moment. One of those slots can be filled with an \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">entire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> procedural chain -- and then you can put new information in the other slots.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=O96fE1E-rf8\u003c/p>\n\u003cp>\u003cb>3. The Power of Metaphor \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Metaphor and analogy are extraordinarily powerful teaching tools and very often underused,” says Oakley. “When you are trying to learn something new, the best way to learn it is to connect it with something you already know.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The formal term for this is “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20964882\">\u003cspan style=\"font-weight: 400\">neural reuse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- the idea that metaphors use the same neural pathways as the concept a metaphor is describing. So familiar metaphors allow a learner to draw on a concept they have already mastered and apply it to a new situation. Or as Oakley says, metaphors “rapidly on-board” new ideas. For example, says Oakley, comparing the flow of electrons to the flow of water is a way to “jump-start students’ thinking.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of her research, Oakley reached out to thousands of professors who are considered top teachers in their fields. “Many of these professors had a secret that they used in their teaching: metaphor and analogy. It was like a secret shared handshake.” Oakley encourages teachers to not only use metaphor but to challenge students to develop their own metaphors as a study strategy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. The Problem of Procrastination\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakley says that procrastination is the number one challenge facing most learners. To train the brain to systematically focus and relax -- to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">toggle\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- she recommends the “Pomodoro Technique.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by \u003c/span>\u003cspan style=\"font-weight: 400\">Francesco Cirillo, this strategy uses a timer to help the learner work and break at set intervals. First, choose a task to accomplish. Then, set a timer for 25 minutes and work until the timer goes off. At that point, take a five-minute break: stand up, walk around, take a drink of water, etc. After three or four 25-minute intervals, take a longer break (15 - 30 minutes) to recharge. This technique \u003c/span>\u003cspan style=\"font-weight: 400\">“trains your ability to focus and reinforces that relaxing at the end is critical to the process of learning,” says Oakley. Teachers and administrators can build a similar rhythm into the schoolday, providing brain breaks and movement time to help students toggle between focused and diffused thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Expanding Possibilities\u003c/b>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we teach children and teenagers \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they learn, we can blow open their sense of possibility, says Oakley. “I would tell students, you don’t just have to be stuck following your passion. You can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">broaden\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> your passions enormously. And that can have enormous implications for how your life unfolds. We always say ‘follow your passions’ but sometimes that locks people into focusing on what comes easily or what they are already good at. You can get passionate about -- and really good at -- many things!”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Barbara Oakley, co-creator of the most enrolled class on Coursera called \"Learning How to Learn,\" shares five techniques to help students become better learners. ","status":"publish","parent":0,"modified":1511377614,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1425},"headData":{"title":"5 Strategies to Demystify the Learning Process for Struggling Students | KQED","description":"Barbara Oakley, co-creator of the most enrolled class on Coursera called "Learning How to Learn," shares five techniques to help students become better learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Strategies to Demystify the Learning Process for Struggling Students","datePublished":"2017-11-20T08:06:40.000Z","dateModified":"2017-11-22T19:06:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49697 https://ww2.kqed.org/mindshift/?p=49697","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/20/5-strategies-to-demystify-the-learning-process-for-struggling-students/","disqusTitle":"5 Strategies to Demystify the Learning Process for Struggling Students","path":"/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Barbara Oakley’s \u003c/span>\u003ca href=\"https://barbaraoakley.com/\">\u003cspan style=\"font-weight: 400\">professional biography\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does not suggest that she was once a struggling math and science student: She is an engineering professor, author of \u003c/span>\u003ca href=\"https://www.amazon.com/Mind-Numbers-Science-Flunked-Algebra/dp/039916524X\">\u003ci>\u003cspan style=\"font-weight: 400\">A Mind For Numbers: How to Excel at Math and Science\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003cem>\u003ca href=\"https://www.amazon.com/Mindshift-Obstacles-Learning-Discover-Potential/dp/1101982853\">Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential\u003c/a> \u003c/em>(which is not affiliated with this MindShift). Oakley co-created Coursera's most popular course, \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.coursera.org/learn/learning-how-to-learn\">\u003cspan style=\"font-weight: 400\">Learning How to Learn\u003c/span>\u003c/a>,\u003cspan style=\"font-weight: 400\">\" with \u003ca href=\"https://www.salk.edu/scientist/terrence-sejnowski/\">Terrence Sejnowski\u003c/a>, which has enrolled nearly 2 million students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Oakley is a self-described “former math flunky” who “retooled” her brain -- and who has since made it her life’s work to help others l\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">earn how to learn\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by explaining some key principles from modern neuroscience. \u003c/span>\u003c/p>\n\u003cp>The field of metacognition offers educators many techniques that are rooted in brain research, such as \u003ca href=\"https://www.gwern.net/docs/psychology/writing/1993-ericsson.pdf\">deliberate practice \u003c/a>and \u003ca href=\"https://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/\">interleaving\u003c/a>. “But before you can even tackle these,” says Oakley, “you have to innoculate learners against the idea that they are stupid if they cannot figure things out first off. You have to teach them that faster is not always better.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While her online course primarily enrolls adults, Oakley is now working on a book aimed at 10-to-14-year-olds. \u003c/span>\u003cspan style=\"font-weight: 400\">“I picked that age range because it is old enough that they can grasp the ideas but young enough that they don’t necessarily think ‘I’m bad at math. I can’t do it.’ We can get to them before they lock out possibilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students do not understand how their brains learn and retain material, they can develop misconceptions about themselves as learners -- such as a faulty assumption that they are bad at a subject or that they suffer from performance anxiety. Oakley shares the common experience of students who reread their notes and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">think\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they know the material -- only to enter a test and find that they cannot retrieve the information. “They are horrified and think they must have test anxiety.” More likely, says Oakley, they simply haven’t been taught how to study in a way that allows them to retrieve the information. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">Oakley recognizes that “many educators are not at all comfortable with or trained in neuroscience,” so she breaks down a few key principles that teachers can use in the classroom and share with students to help them demystify the learning process. \u003c/span>\u003c/p>\n\u003cp>\u003cb>1. The Hiker Brain vs. The Race Car Brain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start by teaching students the difference between focused and diffused thinking, says Oakley. When the brain is in focused mode, you can get started on the task at hand. But deep understanding is not fully accomplished in this mode. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diffused thinking occurs when you allow your mind to wander, to imagine and to daydream. In this mode, the brain is still working -- consolidating information and “making sense of what you are trying to learn,” says Oakley. If a concept is easy for you to grasp right off, the focused mode might be sufficient, but if a new skill or concept “takes consideration, you have to toggle back and forth between these two modes of thinking as you get to true understanding of the material -- and this doesn’t happen quickly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because toggling is essential to learning, teachers and students need to build downtime into their day -- time when learning can “happen on background” as you play a game, go on a walk or color a picture. It’s also one reason \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4180265/\">\u003cspan style=\"font-weight: 400\">why sleep is so vital to healthy cognitive development.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since students tend to equate speed with smarts, \u003c/span>\u003cspan style=\"font-weight: 400\">Oakley suggests sharing this metaphor: “There’s a race car brain and a hiker brain. They both get to the finish line, but not at the same time. The race car brain gets there really fast, but everything goes by in a blur. The hiker brain takes time. It hears birds singing, sees the rabbit trails, feels the leaves. It’s a very different experience and, in some ways, much richer and deeper. You don’t need to be a super swift learner. In fact, sometimes you can learn more deeply by going slowly.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Chains and Chunks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In cognitive psychology, “chunking” refers to the well-practiced mental patterns that are essential to developing expertise in a topic. Oakley prefers the image of a “chain” when she explains this to students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning is all about developing strong chains. For example, says Oakley, when you are first learning how to back up a car, you have to consciously think about each step, from how to turn the steering wheel to how to use your mirrors. But “once that process is chained, it’s easy” -- it becomes automatic. Similarly, once solving certain equations becomes automatic in math, students can apply these equations to more complex problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help students identify the procedures in a unit of study that they \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">need\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to master in order to take their learning to the next level -- from the steps of the scientific method to fundamental drawing techniques.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any type of mastery involves the development of chains of procedural fluency. Then you can get into more complex areas of fluency,” says Oakley. Here’s another way to think about it. We all have about four slots of working memory that we can use to problem-solve in the moment. One of those slots can be filled with an \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">entire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> procedural chain -- and then you can put new information in the other slots.\u003c/span>\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/O96fE1E-rf8'\n title='//www.youtube.com/embed/O96fE1E-rf8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>3. The Power of Metaphor \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Metaphor and analogy are extraordinarily powerful teaching tools and very often underused,” says Oakley. “When you are trying to learn something new, the best way to learn it is to connect it with something you already know.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The formal term for this is “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/20964882\">\u003cspan style=\"font-weight: 400\">neural reuse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- the idea that metaphors use the same neural pathways as the concept a metaphor is describing. So familiar metaphors allow a learner to draw on a concept they have already mastered and apply it to a new situation. Or as Oakley says, metaphors “rapidly on-board” new ideas. For example, says Oakley, comparing the flow of electrons to the flow of water is a way to “jump-start students’ thinking.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of her research, Oakley reached out to thousands of professors who are considered top teachers in their fields. “Many of these professors had a secret that they used in their teaching: metaphor and analogy. It was like a secret shared handshake.” Oakley encourages teachers to not only use metaphor but to challenge students to develop their own metaphors as a study strategy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. The Problem of Procrastination\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakley says that procrastination is the number one challenge facing most learners. To train the brain to systematically focus and relax -- to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">toggle\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- she recommends the “Pomodoro Technique.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Developed by \u003c/span>\u003cspan style=\"font-weight: 400\">Francesco Cirillo, this strategy uses a timer to help the learner work and break at set intervals. First, choose a task to accomplish. Then, set a timer for 25 minutes and work until the timer goes off. At that point, take a five-minute break: stand up, walk around, take a drink of water, etc. After three or four 25-minute intervals, take a longer break (15 - 30 minutes) to recharge. This technique \u003c/span>\u003cspan style=\"font-weight: 400\">“trains your ability to focus and reinforces that relaxing at the end is critical to the process of learning,” says Oakley. Teachers and administrators can build a similar rhythm into the schoolday, providing brain breaks and movement time to help students toggle between focused and diffused thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Expanding Possibilities\u003c/b>\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>\u003cspan style=\"font-weight: 400\">When we teach children and teenagers \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they learn, we can blow open their sense of possibility, says Oakley. “I would tell students, you don’t just have to be stuck following your passion. You can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">broaden\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> your passions enormously. And that can have enormous implications for how your life unfolds. We always say ‘follow your passions’ but sometimes that locks people into focusing on what comes easily or what they are already good at. You can get passionate about -- and really good at -- many things!”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students","authors":["11087"],"categories":["mindshift_192"],"tags":["mindshift_21078","mindshift_20784","mindshift_1040","mindshift_20777","mindshift_20893","mindshift_20790","mindshift_20823"],"featImg":"mindshift_49712","label":"mindshift"},"mindshift_48276":{"type":"posts","id":"mindshift_48276","meta":{"index":"posts_1591205157","site":"mindshift","id":"48276","score":null,"sort":[1502290414000]},"guestAuthors":[],"slug":"discovering-better-ways-to-learn-as-an-adult","title":"Discovering Better Ways to Learn as an Adult","publishDate":1502290414,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cspan class=\"s1\">If you’d met Ulrich Boser while he was still in school, you might not have tagged him as a guy who would one day write a book about learning. Early in his life, at least, learning was a struggle. “School was tough for me from the very start—I repeated kindergarten,” Boser tells me ruefully. All these years, he’s kept a piece of paper with him: the school psychologist’s report on his learning problems. He elaborates further in a new book: \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“Different theories about the cause of my difficulties floated around, vague potential explanations. One account held that I was slow to learn because my immigrant parents spoke German at home. Others claimed that I had an auditory problem, that my brain wasn’t wired correctly when it came to listening. Still others believed I lacked intelligence, that almost magical ability to think through issues and solve problems.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over time, however, Boser learned how to learn, and he began to excel academically. He is now a senior fellow at the Center for American Progress, a think tank in Washington, D.C.—and the author of \u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003ci>Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything\u003c/i>\u003c/a>. Boser was motivated to write the book by his own experience, and by an explosion in research in the learning sciences that has taken place over the last 20 years. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“For a long time, people assumed that the ability to learn was the same thing as intelligence: If you’re smart, you can learn,” says Boser. “What we know now is that specific approaches and techniques can increase students’ success.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over the past couple of decades, the science of learning “has gone from an obscure topic to a well-established field,” he writes. “Still, most of the research findings have remained buried in dusty academic journals and obscure government reports. Far too little has reached the public. Far too little has changed how people learn.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003cimg class=\"alignright size-full wp-image-48883\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Learn-better-e1501700035986.jpg\" alt=\"\" width=\"250\" height=\"383\">\u003c/a>In \u003ci>Learn Better\u003c/i>, Boser explores the research literature, interviews psychologists and cognitive scientists, and even tries out promising educational techniques on his two daughters, taking them to math classes employing the abacus, an ancient Chinese counting tool. He also adopts research-based approaches himself. Like all of us these days, Boser observes, he has “to learn new information all day, every day.” Persuaded by studies showing the importance of feedback, Boser began asking colleagues for critiques after he gave a presentation. Impressed with research on the cultivation of higher-order thinking, he began asking himself “metacognitive questions” as he worked on the book: \u003ci>Do I know this about learning? Why do I know this about learning? \u003c/i>\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At times, he admits, Boser found himself reverting to old habits. “We know from decades of research that re-reading written material gives us a false sense of fluency—we feel like we know it, but we really don’t,” he says. “Much more effective is putting the material away and trying to recall it from memory. I know this—but I would still find myself re-reading my notes before a speech. I’d catch myself and wonder, \u003ci>Have I learned nothing?!\u003c/i>”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Actually, of course, Boser has learned quite a lot, and he conveys it in an accessible and enjoyable style in \u003cem>Learn Better.\u003c/em> He scrupulously reports the research of others, and shares the results of studies he led himself at the Center for American Progress—for example: “Working with some of the nation’s most respected learning experts, I recently conducted a survey to see what people knew about how to acquire a skill, and the results were remarkable. While an overwhelming percentage of Americans said that they knew the basics of effective teaching and learning, they harbored a lot of weak intuitions and false beliefs about how people learn.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">It’s more important than ever that we correct these misconceptions, replacing them with an evidence-based understanding of how learning actually works. Having overcome an inauspicious start to his educational career, Boser today holds the ability to learn above all others:\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“We have to realize that in a world filled with data, when facts and figures flow as freely as water, when even cars are driving themselves, we have to be able to acquire new forms of expertise quickly and effectively,” he writes. “Learning to learn is what experts call the “ultimate survival tool,” one of the most important talents of the modern era, the skill that precedes all other skills. Because once you know how to learn, you can learn almost anything, and as a society, we need much richer forms of education, where information and knowledge work to foster the problem-solving skills that ultimately matter.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"It's easy to revert to old habits to learn something new, but author Ulrich Boser applied what he learned from research and tried some techniques with his young daughters to great success. ","status":"publish","parent":0,"modified":1502290414,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":840},"headData":{"title":"Discovering Better Ways to Learn as an Adult | KQED","description":"It's easy to revert to old habits to learn something new, but author Ulrich Boser applied what he learned from research and tried some techniques with his young daughters to great success. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Discovering Better Ways to Learn as an Adult","datePublished":"2017-08-09T14:53:34.000Z","dateModified":"2017-08-09T14:53:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48276 https://ww2.kqed.org/mindshift/?p=48276","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/09/discovering-better-ways-to-learn-as-an-adult/","disqusTitle":"Discovering Better Ways to Learn as an Adult","path":"/mindshift/48276/discovering-better-ways-to-learn-as-an-adult","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">If you’d met Ulrich Boser while he was still in school, you might not have tagged him as a guy who would one day write a book about learning. Early in his life, at least, learning was a struggle. “School was tough for me from the very start—I repeated kindergarten,” Boser tells me ruefully. All these years, he’s kept a piece of paper with him: the school psychologist’s report on his learning problems. He elaborates further in a new book: \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“Different theories about the cause of my difficulties floated around, vague potential explanations. One account held that I was slow to learn because my immigrant parents spoke German at home. Others claimed that I had an auditory problem, that my brain wasn’t wired correctly when it came to listening. Still others believed I lacked intelligence, that almost magical ability to think through issues and solve problems.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over time, however, Boser learned how to learn, and he began to excel academically. He is now a senior fellow at the Center for American Progress, a think tank in Washington, D.C.—and the author of \u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003ci>Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything\u003c/i>\u003c/a>. Boser was motivated to write the book by his own experience, and by an explosion in research in the learning sciences that has taken place over the last 20 years. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“For a long time, people assumed that the ability to learn was the same thing as intelligence: If you’re smart, you can learn,” says Boser. “What we know now is that specific approaches and techniques can increase students’ success.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Over the past couple of decades, the science of learning “has gone from an obscure topic to a well-established field,” he writes. “Still, most of the research findings have remained buried in dusty academic journals and obscure government reports. Far too little has reached the public. Far too little has changed how people learn.”\u003c/span>\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 class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.rodalebooks.com/learn-better/\">\u003cimg class=\"alignright size-full wp-image-48883\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Learn-better-e1501700035986.jpg\" alt=\"\" width=\"250\" height=\"383\">\u003c/a>In \u003ci>Learn Better\u003c/i>, Boser explores the research literature, interviews psychologists and cognitive scientists, and even tries out promising educational techniques on his two daughters, taking them to math classes employing the abacus, an ancient Chinese counting tool. He also adopts research-based approaches himself. Like all of us these days, Boser observes, he has “to learn new information all day, every day.” Persuaded by studies showing the importance of feedback, Boser began asking colleagues for critiques after he gave a presentation. Impressed with research on the cultivation of higher-order thinking, he began asking himself “metacognitive questions” as he worked on the book: \u003ci>Do I know this about learning? Why do I know this about learning? \u003c/i>\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">At times, he admits, Boser found himself reverting to old habits. “We know from decades of research that re-reading written material gives us a false sense of fluency—we feel like we know it, but we really don’t,” he says. “Much more effective is putting the material away and trying to recall it from memory. I know this—but I would still find myself re-reading my notes before a speech. I’d catch myself and wonder, \u003ci>Have I learned nothing?!\u003c/i>”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Actually, of course, Boser has learned quite a lot, and he conveys it in an accessible and enjoyable style in \u003cem>Learn Better.\u003c/em> He scrupulously reports the research of others, and shares the results of studies he led himself at the Center for American Progress—for example: “Working with some of the nation’s most respected learning experts, I recently conducted a survey to see what people knew about how to acquire a skill, and the results were remarkable. While an overwhelming percentage of Americans said that they knew the basics of effective teaching and learning, they harbored a lot of weak intuitions and false beliefs about how people learn.”\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">It’s more important than ever that we correct these misconceptions, replacing them with an evidence-based understanding of how learning actually works. Having overcome an inauspicious start to his educational career, Boser today holds the ability to learn above all others:\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">“We have to realize that in a world filled with data, when facts and figures flow as freely as water, when even cars are driving themselves, we have to be able to acquire new forms of expertise quickly and effectively,” he writes. “Learning to learn is what experts call the “ultimate survival tool,” one of the most important talents of the modern era, the skill that precedes all other skills. Because once you know how to learn, you can learn almost anything, and as a society, we need much richer forms of education, where information and knowledge work to foster the problem-solving skills that ultimately matter.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48276/discovering-better-ways-to-learn-as-an-adult","authors":["4355"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20777","mindshift_20790"],"featImg":"mindshift_48886","label":"mindshift"},"mindshift_48139":{"type":"posts","id":"mindshift_48139","meta":{"index":"posts_1591205157","site":"mindshift","id":"48139","score":null,"sort":[1495432003000]},"guestAuthors":[],"slug":"why-teachers-should-help-students-learn-effective-study-strategies","title":"Why Teachers Should Help Students Learn Effective Study Strategies","publishDate":1495432003,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\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>[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_42115":{"type":"posts","id":"mindshift_42115","meta":{"index":"posts_1591205157","site":"mindshift","id":"42115","score":null,"sort":[1442905244000]},"guestAuthors":[],"slug":"what-kinds-of-homework-seem-to-be-most-effective","title":"What Kinds of Homework Seem to be Most Effective?","publishDate":1442905244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you made it past the headline, you're likely a student, concerned parent, teacher or, like me, a nerd nostalgist who enjoys basking in the distant glow of Homework Triumphs Past (second-grade report on Custer's Last Stand, nailed it!).\u003c/p>\n\u003cp>Whoever you are, you're surely hoping for some clarity in the loud, perennial debate over whether U.S. students are justifiably exhausted and nervous from too much homework — even though some international comparisons suggest they're sitting comfortably at the average.\u003c/p>\n\u003cp>Well, here goes. I've mapped out six, research-based polestars that should help guide you to some reasonable conclusions about homework.\u003c/p>\n\u003cp>\u003cstrong>How much homework do U.S. students get?\u003c/strong>\u003c/p>\n\u003cp>The best answer comes from something called the National Assessment of Educational Progress or \u003ca href=\"https://nces.ed.gov/programs/digest/d13/tables/dt13_221.30.asp\">NAEP\u003c/a>. In 2012, students in three different age groups — 9, 13 and 17 — were asked, \"How much time did you spend on homework yesterday?\" The vast majority of 9-year-olds (79 percent) and 13-year-olds (65 percent) and still a majority of 17-year-olds (53 percent) all reported doing an hour or less of homework the day before.\u003c/p>\n\u003cfigure id=\"attachment_42117\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/parents-view-of-homework-load_chartbuilder_custom-d76c98d021befc887f6071a79426f29fa352208d.png\" alt=\"Source: Met Life Survey of the American Teacher, The Homework Experience, 2007.\" width=\"200\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Source: Met Life Survey of the American Teacher, The Homework Experience, 2007. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another \u003ca href=\"https://nces.ed.gov/pubs2012/2012026/tables/table_35.asp\">study\u003c/a> from the National Center for Education Statistics found that high school students who reported doing homework outside of school did, on average, about seven hours a week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you're hungry for more data on this — and some perspective — check out this exhaustive \u003ca href=\"http://www.brookings.edu/research/reports/2014/03/18-homework-loveless\">report\u003c/a> put together last year by researcher Tom Loveless at the Brookings Institution.\u003c/p>\n\u003cp>\u003cstrong>An hour or less a day? But we hear so many horror stories! Why?\u003c/strong>\u003c/p>\n\u003cp>The fact is, some students do have a ton of homework. In high school we see a kind of student divergence — between those who choose or find themselves tracked into less-rigorous coursework and those who enroll in honors classes or multiple Advanced Placement courses. And the latter students are getting a lot of homework. In that 2012 NAEP survey, 13 percent of 17-year-olds reported doing more than two hours of homework the previous night. That's not a lot of students, but they're clearly doing a lot of work.\u003c/p>\n\u003cp>That also tracks with a famous \u003ca href=\"https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/metlife-survey-american-teacher-2007-homework-experience.pdf\">survey\u003c/a> from 2007 — from MetLife — that asked parents what they think of their kids' homework load. Sixty percent said it was just right. Twenty-five percent said their kids are getting too little. Just 15 percent of parents said their kids have too much homework.\u003c/p>\n\u003cfigure id=\"attachment_42118\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/weekly-homework-hours-for-15-year-olds_chartbuilder_custom-5850923ffa7c0c85e59e6d7c36fefc24aed9d44c.png\" alt=\"Source: OECD, PISA 2012 Database, Table IV.3.48.\" width=\"200\" height=\"215\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD, PISA 2012 Database, Table IV.3.48. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that the students doing the most work have something else in common: income. \"I think that the debate over homework in some ways is a social class issue,\" says Janine Bempechat, professor of human development at Wheelock College. \"There's no question that in affluent communities, children are really over-taxed, over-burdened with homework.\"\u003c/p>\n\u003cp>But the vast majority of students do not seem to have inordinate workloads. And the ones who do are generally volunteering for the tough stuff. That doesn't make it easier, but it does make it a choice.\u003c/p>\n\u003cp>\u003cstrong>Do we know how much homework students in other countries are doing?\u003c/strong>\u003c/p>\n\u003cp>Sort of. Caveats abound here. Education systems and perceptions of what is and isn't homework can vary remarkably overseas. So any comparison is, to a degree, apples-to-oranges (or, at least, apples-to-pears). A 2012 \u003ca href=\"http://www.oecd-ilibrary.org/docserver/download/5jxrhqhtx2xt.pdf?expires=1442505434&id=id&accname=guest&checksum=9A1A0BE7C9F11C79ED4F2D8AC58F7B9A\">report\u003c/a> from the Organisation for Economic Co-Operation and Development pegged the U.S. homework load for 15-year-olds at around six hours per week. That's just above the study's average. It found that students in Hong Kong are also doing about six hours a week. Much of Europe checks in between four and five hours a week. In Japan, it's four hours. And Korea's near the bottom, at three hours.\u003c/p>\n\u003cp>\u003cstrong>How much homework is too much? \u003c/strong>\u003c/p>\n\u003cp>Better yet, how much is just right? Harris Cooper at Duke University has done some of the \u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">best work\u003c/a> on homework. He and his team reviewed dozens of studies, from 1987 to 2003, looking for consensus on what works and what doesn't. A common rule of thumb, he says, is what's called the 10-minute rule. Take the child's grade and multiply by 10. So first-graders should have roughly 10 minutes of homework a night, 40 minutes for fourth-graders, on up to two hours for seniors in high school. A lot of of schools use this. Even the \u003ca href=\"http://www.pta.org/content.cfm?ItemNumber=1730\">National PTA\u003c/a> officially endorses it.\u003c/p>\n\u003cp>\u003cstrong>Homework clearly improves student performance, right?\u003c/strong>\u003c/p>\n\u003cp>Not necessarily. It depends on the age of the child. Looking over the research, there's little to no evidence that homework improves student achievement in elementary school. Then again, the many experts I spoke with all said the same thing: The point of homework in those primary grades isn't entirely academic. It's about teaching things like time-management and self-direction.\u003c/p>\n\u003cp>But, by high school the evidence shifts. Harris Cooper's massive review found, in middle and high school, a positive correlation between homework and student achievement on unit tests. It seems to help. But more is not always better. Cooper points out that, depending on the subject and the age of the student, there is a law of diminishing returns. Again, he recommends the 10-minute rule.\u003c/p>\n\u003cp>\u003cstrong>What kinds of homework seem to be most effective?\u003c/strong>\u003c/p>\n\u003cp>This is where things get really interesting. Because homework should be about learning, right? To understand what kinds of homework best help kids learn, we really need to talk about memory and the brain.\u003c/p>\n\u003cp>Let's start with something called the \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">spacing effect\u003c/a>. Say a child has to do a vocabulary worksheet. The next week, it's a new worksheet with different words and so on. Well, research shows that the brain is better at remembering when we repeat with consistency, not when we study in long, isolated chunks of time. Do a little bit of vocabulary each night, repeating the same words night after night.\u003c/p>\n\u003cp>Similarly, a professor of psychology at Washington University in St. Louis, \u003ca href=\"http://psych.wustl.edu/memory/roediger.html\">Henry \"Roddy\" Roediger III\u003c/a>, recommends that teachers give students plenty of little quizzes, which he says strengthen the brain's ability to remember. Don't fret. They can be low-stakes or no-stakes, says Roediger: It's the steady recall and repetition that matter. He also recommends, as homework, that students try testing themselves instead of simply re-reading the text or class notes.\u003c/p>\n\u003cp>There's also something known as \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">interleaving\u003c/a>. This is big in the debate over math homework. Many of us — myself included — learned math by focusing on one concept at a time, doing a worksheet to practice that concept, then moving on.\u003c/p>\n\u003cp>Well, there's evidence that students learn more when homework requires them to choose among multiple strategies — new and old — when solving problems. In other words, kids learn when they have to draw not just from what they learned in class that day but that week, that month, that year.\u003c/p>\n\u003cp>One last note: Experts agree that homework should generally be about reinforcing what students learned in class (this is especially true in math). Sometimes it can — and should — be used to introduce new material, but here's where so many horror stories begin.\u003c/p>\n\u003cp>Tom Loveless, a former teacher, offers this advice: \"I don't think teachers should ever send brand-new material that puts the parent in the position of a teacher. That's a disaster. My own personal philosophy was: Homework is best if it's material that requires more practice but they've already received initial instruction.\"\u003c/p>\n\u003cp>Or, in the words of the National PTA: \"Homework that cannot be done without help is not good homework.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homework%3A+A+New+User%27s+Guide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Homework can be an effective way of making the information stick so long the amount doesn't surpass the point of diminishing returns. Uncover some common myths and see how American kids compare to their global peers. ","status":"publish","parent":0,"modified":1442905244,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1335},"headData":{"title":"What Kinds of Homework Seem to be Most Effective? | KQED","description":"Homework can be an effective way of making the information stick so long the amount doesn't surpass the point of diminishing returns. Uncover some common myths and see how American kids compare to their global peers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Kinds of Homework Seem to be Most Effective?","datePublished":"2015-09-22T07:00:44.000Z","dateModified":"2015-09-22T07:00:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42115 http://ww2.kqed.org/mindshift/?p=42115","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/22/what-kinds-of-homework-seem-to-be-most-effective/","disqusTitle":"What Kinds of Homework Seem to be Most Effective?","nprByline":"Cory Turner, \u003ca href=\"http://www.npr.org/sections/ed/2015/09/19/439472033/homework-a-new-users-guide\">NPR\u003c/a>","nprStoryId":"439472033","nprApiLink":"http://api.npr.org/query?id=439472033&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/09/19/439472033/homework-a-new-users-guide?ft=nprml&f=439472033","nprRetrievedStory":"1","nprPubDate":"Mon, 21 Sep 2015 15:53:00 -0400","nprStoryDate":"Sat, 19 Sep 2015 07:03:00 -0400","nprLastModifiedDate":"Mon, 21 Sep 2015 15:53:29 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/wesat/2015/09/20150919_wesat_homework_a_new_users_guide.mp3?orgId=1&topicId=1013&d=352&p=7&story=439472033&t=progseg&e=441701711&seg=16&ft=nprml&f=439472033","nprAudioM3u":"http://api.npr.org/m3u/1441701858-1b5087.m3u?orgId=1&topicId=1013&d=352&p=7&story=439472033&t=progseg&e=441701711&seg=16&ft=nprml&f=439472033","path":"/mindshift/42115/what-kinds-of-homework-seem-to-be-most-effective","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/wesat/2015/09/20150919_wesat_homework_a_new_users_guide.mp3?orgId=1&topicId=1013&d=352&p=7&story=439472033&t=progseg&e=441701711&seg=16&ft=nprml&f=439472033","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you made it past the headline, you're likely a student, concerned parent, teacher or, like me, a nerd nostalgist who enjoys basking in the distant glow of Homework Triumphs Past (second-grade report on Custer's Last Stand, nailed it!).\u003c/p>\n\u003cp>Whoever you are, you're surely hoping for some clarity in the loud, perennial debate over whether U.S. students are justifiably exhausted and nervous from too much homework — even though some international comparisons suggest they're sitting comfortably at the average.\u003c/p>\n\u003cp>Well, here goes. I've mapped out six, research-based polestars that should help guide you to some reasonable conclusions about homework.\u003c/p>\n\u003cp>\u003cstrong>How much homework do U.S. students get?\u003c/strong>\u003c/p>\n\u003cp>The best answer comes from something called the National Assessment of Educational Progress or \u003ca href=\"https://nces.ed.gov/programs/digest/d13/tables/dt13_221.30.asp\">NAEP\u003c/a>. In 2012, students in three different age groups — 9, 13 and 17 — were asked, \"How much time did you spend on homework yesterday?\" The vast majority of 9-year-olds (79 percent) and 13-year-olds (65 percent) and still a majority of 17-year-olds (53 percent) all reported doing an hour or less of homework the day before.\u003c/p>\n\u003cfigure id=\"attachment_42117\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/parents-view-of-homework-load_chartbuilder_custom-d76c98d021befc887f6071a79426f29fa352208d.png\" alt=\"Source: Met Life Survey of the American Teacher, The Homework Experience, 2007.\" width=\"200\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Source: Met Life Survey of the American Teacher, The Homework Experience, 2007. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another \u003ca href=\"https://nces.ed.gov/pubs2012/2012026/tables/table_35.asp\">study\u003c/a> from the National Center for Education Statistics found that high school students who reported doing homework outside of school did, on average, about seven hours a week.\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>If you're hungry for more data on this — and some perspective — check out this exhaustive \u003ca href=\"http://www.brookings.edu/research/reports/2014/03/18-homework-loveless\">report\u003c/a> put together last year by researcher Tom Loveless at the Brookings Institution.\u003c/p>\n\u003cp>\u003cstrong>An hour or less a day? But we hear so many horror stories! Why?\u003c/strong>\u003c/p>\n\u003cp>The fact is, some students do have a ton of homework. In high school we see a kind of student divergence — between those who choose or find themselves tracked into less-rigorous coursework and those who enroll in honors classes or multiple Advanced Placement courses. And the latter students are getting a lot of homework. In that 2012 NAEP survey, 13 percent of 17-year-olds reported doing more than two hours of homework the previous night. That's not a lot of students, but they're clearly doing a lot of work.\u003c/p>\n\u003cp>That also tracks with a famous \u003ca href=\"https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/metlife-survey-american-teacher-2007-homework-experience.pdf\">survey\u003c/a> from 2007 — from MetLife — that asked parents what they think of their kids' homework load. Sixty percent said it was just right. Twenty-five percent said their kids are getting too little. Just 15 percent of parents said their kids have too much homework.\u003c/p>\n\u003cfigure id=\"attachment_42118\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/weekly-homework-hours-for-15-year-olds_chartbuilder_custom-5850923ffa7c0c85e59e6d7c36fefc24aed9d44c.png\" alt=\"Source: OECD, PISA 2012 Database, Table IV.3.48.\" width=\"200\" height=\"215\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD, PISA 2012 Database, Table IV.3.48. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that the students doing the most work have something else in common: income. \"I think that the debate over homework in some ways is a social class issue,\" says Janine Bempechat, professor of human development at Wheelock College. \"There's no question that in affluent communities, children are really over-taxed, over-burdened with homework.\"\u003c/p>\n\u003cp>But the vast majority of students do not seem to have inordinate workloads. And the ones who do are generally volunteering for the tough stuff. That doesn't make it easier, but it does make it a choice.\u003c/p>\n\u003cp>\u003cstrong>Do we know how much homework students in other countries are doing?\u003c/strong>\u003c/p>\n\u003cp>Sort of. Caveats abound here. Education systems and perceptions of what is and isn't homework can vary remarkably overseas. So any comparison is, to a degree, apples-to-oranges (or, at least, apples-to-pears). A 2012 \u003ca href=\"http://www.oecd-ilibrary.org/docserver/download/5jxrhqhtx2xt.pdf?expires=1442505434&id=id&accname=guest&checksum=9A1A0BE7C9F11C79ED4F2D8AC58F7B9A\">report\u003c/a> from the Organisation for Economic Co-Operation and Development pegged the U.S. homework load for 15-year-olds at around six hours per week. That's just above the study's average. It found that students in Hong Kong are also doing about six hours a week. Much of Europe checks in between four and five hours a week. In Japan, it's four hours. And Korea's near the bottom, at three hours.\u003c/p>\n\u003cp>\u003cstrong>How much homework is too much? \u003c/strong>\u003c/p>\n\u003cp>Better yet, how much is just right? Harris Cooper at Duke University has done some of the \u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">best work\u003c/a> on homework. He and his team reviewed dozens of studies, from 1987 to 2003, looking for consensus on what works and what doesn't. A common rule of thumb, he says, is what's called the 10-minute rule. Take the child's grade and multiply by 10. So first-graders should have roughly 10 minutes of homework a night, 40 minutes for fourth-graders, on up to two hours for seniors in high school. A lot of of schools use this. Even the \u003ca href=\"http://www.pta.org/content.cfm?ItemNumber=1730\">National PTA\u003c/a> officially endorses it.\u003c/p>\n\u003cp>\u003cstrong>Homework clearly improves student performance, right?\u003c/strong>\u003c/p>\n\u003cp>Not necessarily. It depends on the age of the child. Looking over the research, there's little to no evidence that homework improves student achievement in elementary school. Then again, the many experts I spoke with all said the same thing: The point of homework in those primary grades isn't entirely academic. It's about teaching things like time-management and self-direction.\u003c/p>\n\u003cp>But, by high school the evidence shifts. Harris Cooper's massive review found, in middle and high school, a positive correlation between homework and student achievement on unit tests. It seems to help. But more is not always better. Cooper points out that, depending on the subject and the age of the student, there is a law of diminishing returns. Again, he recommends the 10-minute rule.\u003c/p>\n\u003cp>\u003cstrong>What kinds of homework seem to be most effective?\u003c/strong>\u003c/p>\n\u003cp>This is where things get really interesting. Because homework should be about learning, right? To understand what kinds of homework best help kids learn, we really need to talk about memory and the brain.\u003c/p>\n\u003cp>Let's start with something called the \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">spacing effect\u003c/a>. Say a child has to do a vocabulary worksheet. The next week, it's a new worksheet with different words and so on. Well, research shows that the brain is better at remembering when we repeat with consistency, not when we study in long, isolated chunks of time. Do a little bit of vocabulary each night, repeating the same words night after night.\u003c/p>\n\u003cp>Similarly, a professor of psychology at Washington University in St. Louis, \u003ca href=\"http://psych.wustl.edu/memory/roediger.html\">Henry \"Roddy\" Roediger III\u003c/a>, recommends that teachers give students plenty of little quizzes, which he says strengthen the brain's ability to remember. Don't fret. They can be low-stakes or no-stakes, says Roediger: It's the steady recall and repetition that matter. He also recommends, as homework, that students try testing themselves instead of simply re-reading the text or class notes.\u003c/p>\n\u003cp>There's also something known as \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">interleaving\u003c/a>. This is big in the debate over math homework. Many of us — myself included — learned math by focusing on one concept at a time, doing a worksheet to practice that concept, then moving on.\u003c/p>\n\u003cp>Well, there's evidence that students learn more when homework requires them to choose among multiple strategies — new and old — when solving problems. In other words, kids learn when they have to draw not just from what they learned in class that day but that week, that month, that year.\u003c/p>\n\u003cp>One last note: Experts agree that homework should generally be about reinforcing what students learned in class (this is especially true in math). Sometimes it can — and should — be used to introduce new material, but here's where so many horror stories begin.\u003c/p>\n\u003cp>Tom Loveless, a former teacher, offers this advice: \"I don't think teachers should ever send brand-new material that puts the parent in the position of a teacher. That's a disaster. My own personal philosophy was: Homework is best if it's material that requires more practice but they've already received initial instruction.\"\u003c/p>\n\u003cp>Or, in the words of the National PTA: \"Homework that cannot be done without help is not good homework.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homework%3A+A+New+User%27s+Guide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42115/what-kinds-of-homework-seem-to-be-most-effective","authors":["byline_mindshift_42115"],"categories":["mindshift_20729","mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_563","mindshift_20777"],"featImg":"mindshift_42121","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. 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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. 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