Mark A McDaniel University of Illinois October 11 2017 Washington University in St Louis Techniques derived from learning sciences do not require dramatic adjustments to your instructional approaches ID: 653015
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Making Learning Stick: Evidence Based Techniques to Improve Instruction and Student Learning
Mark A. McDaniel
University of Illinois
October 11, 2017
Washington University in St. LouisSlide2
Techniques derived from learning sciences do not require dramatic adjustments to your instructional approachesWhere do students stand in terms of knowing how to learn?Slide3
Kaplan Test Prep and Admissions SurveyEat Alaskan salmon for breakfast
Watch back-to-back episodes of ER
Wear Superman underwearSlide4
How are students studying?1. Survey of Washington University psychology students (177) (Karpicke et al., 2009)
84% reread notes or textbook55% rate rereading as their #1 study activitySlide5
Rereading Psychology Textbook Chapters
Experiment: Students read textbook chapters either once or twice.Students were given a test consisting of 22 multiple choice questions and 4 short-answer questions requiring explanation.
Callender & McDaniel (2009)Slide6
ResultsAbnormal Psychology
Immediate TestSlide7
ResultsAbnormal Psychology
Delayed TestSlide8
ResultsBiopsychology Chapter
Immediate TestSlide9
ResultsBiopsychology Text
Delayed TestSlide10
Discourage simply re-reading notes and textbookSlide11
The short man bought the broomSlide12
The brave man gave the money to the robberSlide13
The fat man read the sign Slide14
The tall man bought the crackers Slide15
The thin man found the scissors Slide16
The rich man picked up the chair Slide17
The dying man used a featherSlide18
The kind man ate dinnerSlide19
The bald man used the phoneSlide20
The frightened man ironed the sheet Slide21
The dishonest man looked closely at the wrapperSlide22
The smart man went to workSlide23
Memory TestSlide24
1. Generate UnderstandingSlide25
Build understanding by generating a reason The hungry man got into the car … to go to the restaurant.
The brave man ran into the house … to save the boy from the fire.Stimulate self-explanation: Answer WHY? (Or other “deep-level” questions such as HOW?, WHAT-IF?)Slide26
The sad man looked at his new boatSlide27
The artistic man put down the knifeSlide28
The sleepy man bought the mugSlide29
The evil man wound up the clockSlide30
The blind man hit the fleaSlide31
The bearded man threw out the couponSlide32
The crippled man flicked the switchSlide33
The religious man used the sawSlide34
The long-haired man looked for the poleSlide35
The Irish man counted the leaves Slide36
The weak man thanked the check out girlSlide37
The patriotic man memorized the wordsSlide38
Memory TestSlide39
Use WHY? For Complex MaterialsChapter from biology textbook, studied in lab sections of a college course.Chewing mixes food with saliva. This fluid contains an enzyme (salivary amylase), a buffer (bicarbonate, orHCO3), mucins
, and water. Salivary glands, beneath and in back of the tongue, produce and secrete saliva through ducts to the free surface of the mouth’s lining. Salivary amylase breaks down starch. The HCO3- helps maintain the mouth’s pH when you eat acidic foods. Modified proteins called mucins help form the mucus that binds food into a softened, lubricated ball (bolus)(Starr,2000,p.603).
Smith et al (2010)Slide40
Standard Learning Group: Reread assigned text
Why Question Group: Fill in a work sheet with why questions. Saliva must mix with food to initiate digestion. Why is this true?
FINAL TEST 105 True/False Items:
What occurs in the mouth during digestion? Saliva stops being secreted. Enzyme in saliva breaks down proteins. Sugars begin to break down.
HCO3
(bicarbonate)
helps neutralize acids
.
Taste buds are stimulated by dissolved molecules
. Slide41
RESULTSStandard learning (reread) group: 69%Why question group: 76%
Generate Understanding Teach Someone Else (or pretend to): Imagine that you’ll have to teach someone else the material you’re trying to grasp (Fiorella & Mayer, 2014; Nestojko, 2014)Slide42
2. Space study Slide43
Medical School StudyTraining in microsurgery for 38 surgical residentsVideos, practice (microvascular surgery on a synthetic artery model)
Massed (19)—4 training sessions in one daySpaced (19)—4 training sessions/once a week
Moulton et al., 2006Slide44
ResultsRetention (microsurgical drills)Spacing better than massed one month laterSlide45
Transfer (aortic anastomosis on anesthetized rat)
% Failing at SurgerySlide46
Lindsey et al. (2014)
Middle School Spanish
Percent
CorrectSlide47
Math: Blocking of problem types
3. Mix—Don’t BlockSlide48
MathStudents learn to compute volumes of four types of solidsBlocked
: Instruction + practice problems on each solid in turnMixed: Instruction on all solids; mixed practiceFinal test on 8 novel problems one week after instruction
Rohrer & Taylor, 2007Slide49
Test
Practice
Rohrer & Taylor (2008)Slide50
Nine 7th Grade Math Classes (3 teachers)Two Types of Problems:Graph problems y = 2x - 1Slope problems (1, 5) and (8,9)
Rohrer, Dedrick, & Stershic (2015, Journal of Educational Psychology ) Slide51Slide52Slide53
Massed PracticeSlide54
Shuffled PracticeSlide55
Experiment 1a and 1b Results
Kornell & Bjork (2008)Slide56
Subjective impressions78% of learners indicated they learned as much or more with massed than shuffled presentations.Slide57
4. Practice getting it out vs. getting it in Take/Give Quizzes—Practice RetrievalSlide58
Middle School Social Studies (N = 119)Slide59
Quiz ItemDuring the months when there is a large amount of pollen in the air, your hay fever severely affects your sense of smell. At the same time your food all seems to taste the same. This illustrates the importance of:
A) serial processing. B) accommodation. C) sensory adaptation. D) sensory interaction.Exam Question on Sensory InteractionWith her eyes closed and her nose plugged, Chandra was unable to taste the difference between an onion and a pear. Her experience best illustrates the importance of:
A) sensory interaction. B) kinethesis. C) sensory adaptation. D) accommodation.
Trumbo, Leiting, McDaniel, & Hodge (2016) Slide60
Indirect Effects of Testing (Quizzing)Testing encourages more frequent studyQuizzing reduces test anxietyTesting increases metacognitive accuracyTesting improves study effectivenessSlide61
To Make Learning StickDiscourage students from repetitive rereadingInstead, encourage elaborationConnect new learning to what students already knowStimulate explanation (answer WHY?)Space (don’t cram) review of material
Intermix practice of related constructsPractice getting it out vs. getting it in (low- or no-stakes quizzes)Slide62
I wanted to share a quick story with you in regards to your book Make it Stick: The Science of Successful Learning. I read your book in the late fall of 2014. In January 2015, I was going to be teaching AP Micro / Macro Economics. Your book completely changed the way that I view education. I spent the entire semester using the concepts taught in your book. We spaced out learning, interleaved every topic, and retrieved on a daily basis and the results were outstanding. I had an AP pass rate of roughly 30% during the 1st two years that I taught the class, but we were able to achieve a 60% pass rate in AP Micro after implementing your
findings. Mississippi's average pass rate is around the 20% mark. Your book has allowed me shift the educational lens that I look through from teaching to learning. Slide63
Peter C. BrownHenry L. Roediger IIIMark A. McDanielSlide64
James S. McDonnell FoundationInstitute for Educational Sciences
Thanks to:Slide65
Thank you!Questions?