Transcript Minimize Forgetting through Review

Minimize Forgetting through Review
Probability of recall
100%
Recall without reviews
Recall with reviews at intervals
10
minutes
next
day
next
day
next
week
with continuous periodic reviews
“Against boredom even gods struggle in vain.”
Friedrich Nietzsche
The Power of Questions
in Promoting Thinking
“Questions are the primary way we learn virtually everything”
“Thinking itself is nothing but the process of asking and
answering questions”
(Anthony Robbins, 2001, pp.179-8)
“All answers come out of the question. If we pay attention to
our questions, we increase the power of meaningful learning”
Ellen Langer
Thinking: A Key Process for effective learning
“The best thing we can do, from the point of view of the brain and learning,
is to teach our learners how to think”
(Jenson, 1996, p.163)
“Thought is the key to knowledge. Knowledge is
discovered by thinking, analyzed by thinking,
organized by thinking, transformed by thinking,
assessed by thinking, and, most importantly,
acquired by thinking”
(Paul, 1993 vii)
Thinking is the cognitive process that builds
Understanding
A Model of Thinking
Comparison
& Contrast
Analysis
Inference &
Interpretation
Metacognition
Evaluation
Generating Possibilities
5
The Model of Thinking outlined here is most recently published in Chapter 2
strategy
Use questions to cue participant thinking through the specific
types of thinking that will help them to connect subject
knowledge and build understanding
This makes thinking Visible
Example for YOU
Learning outcome:
Understand how major learning theories influence teaching practices
• Compare and contrast behaviourist and constructivist approaches
to learning:
– What is similar between these two theories/perspectives?
– What is different between them?
– What is significant about the similarities and differences in terms of how
students learn?
• Make inferences & interpretations from information on selected
learning theories:
–
–
–
–
How might this influence teaching approaches and practices?
What assumptions underpin these predictions?
What are possible impacts on student learning?
Which approaches/practices are most appropriate for the students you
teach and on what basis. What specific examples illustrate how this
works?
Building Rapport with other people
“Rapport is the ultimate tool for getting
results with other people”
(Robbins, 2001, ‘Unlimited Power’, p.231)
How do we do this, what can we do
specifically?
Sensory Acuity
Sensory Acuity refers to the ability to notice, to monitor, and to make
sense of the external cues from other people. We do this through evaluating
the result of any behaviour.
Skill in recognising patterns in body language and voice characteristics
helps to understand others, states of mind. It is then possible to work at
putting them into more productive states
When communicating with others, this means noticing the small but crucial
signals that let you know how they are responding
Learning to perceive the difference
makes the difference
How we Interpret Messages
Words
7%
Body
Language
55%
Tone of
Voice
38%
Figures based on experimental data
(Quoted by Molden, 2001, p.75)