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\u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation. ","status":"publish","parent":0,"modified":1700528766,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1359},"headData":{"title":"How Movement and Gestures Can Improve Student Learning | KQED","description":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Movement and Gestures Can Improve Student Learning","datePublished":"2021-06-29T08:16:51.000Z","dateModified":"2023-11-21T01:06:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://dcs.megaphone.fm/KQINC8693244115.mp3?key=ef362a0cfe9cd9509c9f6fb3c4c03676","excludeFromSiteSearch":"Include","path":"/mindshift/58051/how-movement-and-gestures-can-improve-student-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\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\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58051/how-movement-and-gestures-can-improve-student-learning","authors":["11087"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21148","mindshift_20711","mindshift_20562"],"featImg":"mindshift_58062","label":"mindshift_21847"},"mindshift_57734":{"type":"posts","id":"mindshift_57734","meta":{"index":"posts_1591205157","site":"mindshift","id":"57734","score":null,"sort":[1619421730000]},"guestAuthors":[],"slug":"distracted-these-four-learning-strategies-can-help","title":"Distracted? These Four Learning Strategies Can Help","publishDate":1619421730,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction. ","status":"publish","parent":0,"modified":1619539876,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1690},"headData":{"title":"Distracted? These Four Learning Strategies Can Help - MindShift","description":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted? These Four Learning Strategies Can Help","datePublished":"2021-04-26T07:22:10.000Z","dateModified":"2021-04-27T16:11:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57734 https://ww2.kqed.org/mindshift/?p=57734","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/distracted-these-four-learning-strategies-can-help/","disqusTitle":"Distracted? These Four Learning Strategies Can Help","path":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \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\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\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\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_108","mindshift_21207","mindshift_20512","mindshift_20562","mindshift_873","mindshift_20790","mindshift_380","mindshift_20942"],"featImg":"mindshift_57735","label":"mindshift"},"mindshift_57644":{"type":"posts","id":"mindshift_57644","meta":{"index":"posts_1591205157","site":"mindshift","id":"57644","score":null,"sort":[1617606249000]},"guestAuthors":[],"slug":"13-effective-study-strategies-to-help-students-learn","title":"13 Effective Study Strategies to Help Students Learn","publishDate":1617606249,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Between kindergarten and twelfth grade, students are expected to learn how to study, schedule their time and complete sizable assignments without procrastinating. Yet these skills often aren’t taught explicitly. With the increased self-sufficiency necessitated by virtual education, educators and parents can help students learn and manage their goals more effectively by directly teaching study skills.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.danielwillingham.com/\">\u003cspan style=\"font-weight: 400\">Daniel Willingham\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychologist at the University of Virginia, studies the application of cognitive psychology in education. He recently spoke at a \u003c/span>\u003ca href=\"http://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and the Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference about the science behind study techniques.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are more on their own now than they typically are,” Willingham told MindShift. Students need to independently log in to class on time and maintain focus in their home environments. By explicitly teaching how to avoid distraction, combat procrastination and study effectively, educators entrust students with the necessary skills for educational challenges faced both virtually and in person. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>STRATEGIES FOR AVOIDING DISTRACTION\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When studying or in virtual class, students may keep their phones nearby and subsequently get distracted by notifications. They might decide to respond to a notification, figuring it can be handled quickly, and then be sucked into a digital rabbit hole. This could amount to missing parts of class or wasting time set aside for homework. Coupled with potential \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">noise distractions\u003c/a>, at-home learning environments can test students’ attention spans.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Change Your Space\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages students to ask themselves: “Have you made your environment as distraction-free as you can?” While many students’ options are limited during virtual learning, selecting the best location in a home comes from carefully considering one’s personal sources of distraction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If notifications constantly grab students’ attention, they can turn them off on their phones and laptops. Should a phone’s proximity be a temptation, they can place their phone in another room during class or study time. Non-virtual disturbances, like noise, can be curbed through noise-cancelling headphones or inexpensive foam earbuds. Charting their most common sources of distraction encourages students to be more cognizant about their personal obstacles and take more active roles in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Don’t Choose Distraction\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multitasking almost always exacts a cost. So if you add a second task, it is going to reduce the efficiency of that first task,” Willingham said. While students likely recognize that they put less effort into their work when they choose to also watch TV, text or play music, they may underestimate the impact of multitasking on their task’s accuracy and duration. “It's very clear that multitasking is not helping them, even though they mostly think it's fine,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/learning-with-technology/should-i-be-concerned-about-my-teens-constant-multitasking-during-homework\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 51% of teens and 34% of tweens (ages 8 through 12) watch TV while studying. More than 70% of teens and tweens believe that a TV playing in their environment won’t affect their homework. When it comes to social media, 50% of teens use it while studying, and 69% of teens and tweens believe checking social media won’t impact their work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among the forms of multitasking, data is more varied when it comes to playing music while studying. Different studies’ results \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/07/14/opinion/multitasking-brain.html\">\u003cspan style=\"font-weight: 400\">range\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from no effect to detrimental impacts to benefits. “Listening to music does distract, so it is taking away from cognition. But the other thing listening to music can do is it can energize,” Willingham said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music can boost the autonomic nervous system with emotionally uplifting tracks that can increase heart rates and blood pressure. This can be useful for athletic and potentially academic motivation. The impact of music may be based on the student’s interest in the task and the challenges of the task itself — a student could choose to press play based on their needs and situation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Ask “Do You \u003c/b>\u003cb>Want\u003c/b> \u003cb>Social Media, or Enjoy it?”\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the brain’s dopamine-carrying mesolimbic pathway was initially theorized as related to situations of pleasure or reward, research from the past decade suggests that the pathway has less to do with reward and more with repetition, regardless of the happiness provided by the task. Over the past decade, social media also became more societally ubiquitous, with more people spending more time online — though not necessarily because social media provides pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages parents and teachers to ask students whether they\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> enjoy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> social media, or simply want it — and if they find that divide meaningful. When he posed that question to teens and tweens, many said, “ ‘Once I'm on, it's really not that fun. It's just like there's lots of drama. It's a lot of stuff. It's not interesting. It's people posing. And yet I still feel really compelled for some reason to get on there,’” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The suggestion that there’s a difference between wanting to go on social media and actually enjoying being online may be significant to students. The next time a social media notification appears, they may pause. If they recognize that while they feel pulled to scroll, they don’t typically enjoy the time they spend online, they might choose to not pursue that distraction. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: \u003c/b>\u003cb>Plan\u003c/b>\u003cb> Breaks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If students find themselves constantly distracted, they might just need a \u003ca href=\"https://www.kqed.org/mindshift/37711/why-daydreaming-is-critical-to-effective-learning\">break\u003c/a>. Data shows that brief breaks rejuvenate students, allowing them to return to schoolwork with heightened concentration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planned breaks are more effective than spontaneous ones, however. Scheduling breaks ensures the pause remains brief and that students return to their work. The \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro Technique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides one example for this, though Willingham stated that there’s no need to follow the specific time allotments of Pomodoro precisely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Knowing when a break is coming up can also influence motivation: when a student feels tempted to give up, seeing that their next break is in five minutes or less may encourage them to keep up their work until that break. Achieving goals improves self-esteem, allowing students to feel positively about their ability to regulate work habits.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: It’s Still School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students arrive at their virtual classes in PJs, under bed covers and in varied states of wakefulness, they might not as easily accept that they’re in a school setting. “For some kids I know, learning at home doesn't feel like school,” Willingham told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In-person school environments are structured to allow for effective learning and to minimize distraction. Outside that context, students may find paying attention more difficult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents and guardians emphasize that virtual school “is still school,” Willingham said, they can help their students structure their mindsets to tune out disturbances. By encouraging students to prepare for virtual school similarly to how they’d prepare for in-person instruction — by eating breakfast, getting dressed and showing respect for their teachers — parents can help achieve that mindset.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A workshop for parents may be helpful to that end, but educators should be mindful that parents might be more willing to hear this message from another parent. Someone who’s also been dealing with the challenges of raising a child during a global pandemic can help foster a dialogue that feels honest and realistic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WHY WE PROCRASTINATE — AND HOW TO FIGHT IT\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three main reasons why students procrastinate: \u003c/span>\u003cspan style=\"font-weight: 400\">the task is “\u003c/span>boring”; the task seems overwhelming or impossible; the task provokes fears of failure, causing a student to self-sabotage. Willingham suggests these ways to address and prevent procrastination:\u003c/p>\n\u003cp>\u003cb>TIP 1: Start work in class\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply beginning the work makes headway against procrastination. Data from exercise studies show that people tend to underestimate how much they’ll enjoy a given task. Once they begin, they often find that task less boring or overwhelming than predicted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can initiate this process by devoting the last five to ten minutes of class time to beginning an upcoming project or paper. Starting the project means that a student is more likely to continue outside of class. This also allows students time to directly ask the questions they need answered in order to begin. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Use a planner — and make it a habit\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students aren’t told to plan out their work – or shown how to schedule — they tend to struggle. Scheduling portions of a hefty task allows the task to feel more manageable, meaning it won’t loom over students’ heads until the last minute. Teaching students to use a planner means not only teaching them to write down the dates of big exams and projects, but also reminders and \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">scheduled work\u003c/a> or study times for chipping away at the task. Repetition and enforcement helps planner usage become a habit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much in the way that large-scale construction projects tend to finish over-schedule and over-budget, people tend to underestimate how much time is required and how many resources are needed for a task. This is because humans generally discount roadblocks they find unlikely — but if there are 50 low-probability events for a given task, there’s a higher probability one of those events will occur. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Tell students, ‘When you're doing your planning, whatever time estimate you come up with, double it,’” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By thinking in terms of time, rather than task, students can pace themselves and prepare for the unexpected. Many students may look at their planners, see that no assignment is due the next day and think they get the night off, only to find themselves staying up late the next night with multiple tasks. Instead, if a student commits to working every day for at least 30 minutes, they’ll have a cushion if anything surprising pops up. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Practice Breaking Down Tasks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students need to learn how to break up large tasks into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">\u003cspan style=\"font-weight: 400\">bite-sized chunks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While they’re fully capable of doing this, they might not know how to go about it. Demonstrating and teaching this concept directly can help guide students toward success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way students can practice is by working in small groups to brainstorm strategies for dividing up tasks. This allows teachers to give feedback about different strategies’ efficacies and allows students to crowdsource new approaches. “It's the perfect kind of thing you could do in a Zoom breakout room,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Self-sabotaging\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-sabotaging, also known as self-handicapping, “is the idea that you procrastinate knowing that you're setting yourself up for failure,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Separate from the other two reasons for procrastination, self-sabotaging comes from a student’s fear that even if they tried their hardest on an assignment or test, they wouldn’t succeed. They procrastinate in order to give themselves an excuse for a failure they fear is inevitable. A bad grade can be blamed on their “choice” to procrastinate, rather than seen as a true metric of their ability or knowledge.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can likely guess which of their students possess this fear of failure. They can talk with the student one-on-one, telling the student that they will succeed if they put in the effort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Invoking a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> might be helpful here, as might working together to develop a new strategy for the task. This may involve breaking tasks down or troubleshooting together, and then monitoring that student’s progress with the new strategies. Providing continual support allows the student to feel as though their teacher is with them for the long haul.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>HOW TO KNOW WHEN TO STOP STUDYING\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students think they know when to stop studying for an exam: when they feel like they know the material. Humans generally consider ourselves good judges of what we know and don’t know — but we might be worse at this than we think, said Willingham. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/articles/201703/massively-intelligent\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many participants were quick to say they knew how a toilet worked. But when asked to explain what makes a toilet flush, they found they couldn’t. This points to a common misunderstanding of memory. We think that if we quickly scan our minds and see a concept, we know that concept and could explain it if we tried. But sometimes, we’re only vaguely familiar with how toilets work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People actually are not so good at knowing what they know,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Feeling That You Know Something Is Not Reliable\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students assess whether they know a topic, they should consider whether they’re only familiar with it. The scientific definition of familiarity is knowing that one has seen a stimulus before, but possessing few other pieces of knowledge about it. Familiarity allows us to operate quickly — we assume we could say more about the topic if we thought about it. “Partial access” provides a similar fallacy — sometimes when we know a few things about a topic, we assume we know it in full. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recollection, conversely, involves deeper mental associations and the ability to explain something rather than simply recognize it. While a student may feel they know a concept when they read a line of their notes, close their eyes and immediately repeat that line back, checking back after time has passed ensures that the knowledge isn’t only stored in short-term memory. Students can test whether they know a concept by stepping away from their notes for a half-hour or more and then self-testing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Studying Until You Know Is Not Enough\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though a student may feel they can stop studying once they receive 100% on a practice test, this score may not ensure success on the actual exam. “What they've forgotten is that forgetting happens,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To protect themselves against forgetting, Willingham encourages students to plan their studying so that it includes time to study even after mastering a self-test. By including a buffer between self-test mastery and the actual exam, students can continue practicing the concept, reducing the likelihood of forgetting material during that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This may involve using the scheduling techniques mentioned above. Students can be encouraged to save roughly 20% of their study time for this buffer, meaning that mastery should be achieved by the penultimate night before the exam so that the night before can be used for review.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Creating Study Materials \u003c/b>\u003cb>\u003ci>Is\u003c/i>\u003c/b>\u003cb> Studying\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students might forego \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/this-teacher-wont-use-textbooks-his-students-succeed-despite-that--or-maybe-because-of-it/2019/10/04/d62f9bbc-e52b-11e9-b403-f738899982d2_story.html\">\u003cspan style=\"font-weight: 400\">creating their own study materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> if they find resources online that are similar enough, believing this would allow them to begin studying “sooner.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They don't realize creating their own study materials is actually a really, really effective way of studying,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making their own study guides, \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\">flashcards\u003c/a> or \u003c/span>\u003ca href=\"https://quizlet.com/\">\u003cspan style=\"font-weight: 400\">Quizlets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> not only allows students to review their notes, but ensures the materials they use are on-topic and accurate — as opposed to a readily accessible Quizlet made by a stranger. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: “Knowing” Means Being Able To Explain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A student might believe they “know” a concept but can’t explain it. Often, this comes from the idea that the student couldn't comprehend the teacher’s first explanation of the concept, but with further review, readings and questions, the concept now makes sense — when the teacher explains it. This student wouldn’t feel able to put the concept in their own words or thoroughly discuss it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tell students that “knowledge” doesn’t mean that a concept only makes sense when reading about it or hearing it explained – it means being able to explain it oneself. This ensures that students define knowledge with the correct criterion and can more confidently determine when they know a concept.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: Use In-class Queries\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Quick tests that require students to produce knowledge allow them to check their understanding of a concept. These can involve clickers, Zoom polls or exit tickets, as well as Zoom breakout rooms or small-group discussions based on producing knowledge or demonstrating specific skills. Interactions like this allow a student to see if they actually know a concept or require more studying. They allow teachers to take note of their classes’ levels of understanding, too.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These management techniques can help bolster students working with heightened autonomy during virtual learning. When teachers, parents and caregivers directly explain and model these strategies, they provide students with tools to use the next time they feel distracted, pulled to procrastinate or unsure if they’re ready for an exam. With these tools, students can learn how to address these situations independently — and how to ask for the specific support they need.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Students don't always know how to study. Those skills are especially needed as they spend time in remote or hybrid learning situations. Professor and author Daniel Willingham narrowed down these effective studying strategies.","status":"publish","parent":0,"modified":1621296325,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":64,"wordCount":2873},"headData":{"title":"13 Effective Study Strategies to Help Students Learn - MindShift","description":"Daniel Willingham outlines effective study strategies to help students learn in person and via remote learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"13 Effective Study Strategies to Help Students Learn","datePublished":"2021-04-05T07:04:09.000Z","dateModified":"2021-05-18T00:05:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57644 https://ww2.kqed.org/mindshift/?p=57644","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/05/13-effective-study-strategies-to-help-students-learn/","disqusTitle":"13 Effective Study Strategies to Help Students Learn","path":"/mindshift/57644/13-effective-study-strategies-to-help-students-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Between kindergarten and twelfth grade, students are expected to learn how to study, schedule their time and complete sizable assignments without procrastinating. Yet these skills often aren’t taught explicitly. With the increased self-sufficiency necessitated by virtual education, educators and parents can help students learn and manage their goals more effectively by directly teaching study skills.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.danielwillingham.com/\">\u003cspan style=\"font-weight: 400\">Daniel Willingham\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychologist at the University of Virginia, studies the application of cognitive psychology in education. He recently spoke at a \u003c/span>\u003ca href=\"http://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and the Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference about the science behind study techniques.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are more on their own now than they typically are,” Willingham told MindShift. Students need to independently log in to class on time and maintain focus in their home environments. By explicitly teaching how to avoid distraction, combat procrastination and study effectively, educators entrust students with the necessary skills for educational challenges faced both virtually and in person. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>STRATEGIES FOR AVOIDING DISTRACTION\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When studying or in virtual class, students may keep their phones nearby and subsequently get distracted by notifications. They might decide to respond to a notification, figuring it can be handled quickly, and then be sucked into a digital rabbit hole. This could amount to missing parts of class or wasting time set aside for homework. Coupled with potential \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">noise distractions\u003c/a>, at-home learning environments can test students’ attention spans.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Change Your Space\u003c/b>\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\">Willingham encourages students to ask themselves: “Have you made your environment as distraction-free as you can?” While many students’ options are limited during virtual learning, selecting the best location in a home comes from carefully considering one’s personal sources of distraction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If notifications constantly grab students’ attention, they can turn them off on their phones and laptops. Should a phone’s proximity be a temptation, they can place their phone in another room during class or study time. Non-virtual disturbances, like noise, can be curbed through noise-cancelling headphones or inexpensive foam earbuds. Charting their most common sources of distraction encourages students to be more cognizant about their personal obstacles and take more active roles in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Don’t Choose Distraction\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multitasking almost always exacts a cost. So if you add a second task, it is going to reduce the efficiency of that first task,” Willingham said. While students likely recognize that they put less effort into their work when they choose to also watch TV, text or play music, they may underestimate the impact of multitasking on their task’s accuracy and duration. “It's very clear that multitasking is not helping them, even though they mostly think it's fine,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/learning-with-technology/should-i-be-concerned-about-my-teens-constant-multitasking-during-homework\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 51% of teens and 34% of tweens (ages 8 through 12) watch TV while studying. More than 70% of teens and tweens believe that a TV playing in their environment won’t affect their homework. When it comes to social media, 50% of teens use it while studying, and 69% of teens and tweens believe checking social media won’t impact their work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among the forms of multitasking, data is more varied when it comes to playing music while studying. Different studies’ results \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/07/14/opinion/multitasking-brain.html\">\u003cspan style=\"font-weight: 400\">range\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from no effect to detrimental impacts to benefits. “Listening to music does distract, so it is taking away from cognition. But the other thing listening to music can do is it can energize,” Willingham said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music can boost the autonomic nervous system with emotionally uplifting tracks that can increase heart rates and blood pressure. This can be useful for athletic and potentially academic motivation. The impact of music may be based on the student’s interest in the task and the challenges of the task itself — a student could choose to press play based on their needs and situation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Ask “Do You \u003c/b>\u003cb>Want\u003c/b> \u003cb>Social Media, or Enjoy it?”\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the brain’s dopamine-carrying mesolimbic pathway was initially theorized as related to situations of pleasure or reward, research from the past decade suggests that the pathway has less to do with reward and more with repetition, regardless of the happiness provided by the task. Over the past decade, social media also became more societally ubiquitous, with more people spending more time online — though not necessarily because social media provides pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages parents and teachers to ask students whether they\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> enjoy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> social media, or simply want it — and if they find that divide meaningful. When he posed that question to teens and tweens, many said, “ ‘Once I'm on, it's really not that fun. It's just like there's lots of drama. It's a lot of stuff. It's not interesting. It's people posing. And yet I still feel really compelled for some reason to get on there,’” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The suggestion that there’s a difference between wanting to go on social media and actually enjoying being online may be significant to students. The next time a social media notification appears, they may pause. If they recognize that while they feel pulled to scroll, they don’t typically enjoy the time they spend online, they might choose to not pursue that distraction. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: \u003c/b>\u003cb>Plan\u003c/b>\u003cb> Breaks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If students find themselves constantly distracted, they might just need a \u003ca href=\"https://www.kqed.org/mindshift/37711/why-daydreaming-is-critical-to-effective-learning\">break\u003c/a>. Data shows that brief breaks rejuvenate students, allowing them to return to schoolwork with heightened concentration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planned breaks are more effective than spontaneous ones, however. Scheduling breaks ensures the pause remains brief and that students return to their work. The \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro Technique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides one example for this, though Willingham stated that there’s no need to follow the specific time allotments of Pomodoro precisely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Knowing when a break is coming up can also influence motivation: when a student feels tempted to give up, seeing that their next break is in five minutes or less may encourage them to keep up their work until that break. Achieving goals improves self-esteem, allowing students to feel positively about their ability to regulate work habits.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: It’s Still School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students arrive at their virtual classes in PJs, under bed covers and in varied states of wakefulness, they might not as easily accept that they’re in a school setting. “For some kids I know, learning at home doesn't feel like school,” Willingham told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In-person school environments are structured to allow for effective learning and to minimize distraction. Outside that context, students may find paying attention more difficult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents and guardians emphasize that virtual school “is still school,” Willingham said, they can help their students structure their mindsets to tune out disturbances. By encouraging students to prepare for virtual school similarly to how they’d prepare for in-person instruction — by eating breakfast, getting dressed and showing respect for their teachers — parents can help achieve that mindset.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A workshop for parents may be helpful to that end, but educators should be mindful that parents might be more willing to hear this message from another parent. Someone who’s also been dealing with the challenges of raising a child during a global pandemic can help foster a dialogue that feels honest and realistic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WHY WE PROCRASTINATE — AND HOW TO FIGHT IT\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three main reasons why students procrastinate: \u003c/span>\u003cspan style=\"font-weight: 400\">the task is “\u003c/span>boring”; the task seems overwhelming or impossible; the task provokes fears of failure, causing a student to self-sabotage. Willingham suggests these ways to address and prevent procrastination:\u003c/p>\n\u003cp>\u003cb>TIP 1: Start work in class\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply beginning the work makes headway against procrastination. Data from exercise studies show that people tend to underestimate how much they’ll enjoy a given task. Once they begin, they often find that task less boring or overwhelming than predicted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can initiate this process by devoting the last five to ten minutes of class time to beginning an upcoming project or paper. Starting the project means that a student is more likely to continue outside of class. This also allows students time to directly ask the questions they need answered in order to begin. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Use a planner — and make it a habit\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students aren’t told to plan out their work – or shown how to schedule — they tend to struggle. Scheduling portions of a hefty task allows the task to feel more manageable, meaning it won’t loom over students’ heads until the last minute. Teaching students to use a planner means not only teaching them to write down the dates of big exams and projects, but also reminders and \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">scheduled work\u003c/a> or study times for chipping away at the task. Repetition and enforcement helps planner usage become a habit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much in the way that large-scale construction projects tend to finish over-schedule and over-budget, people tend to underestimate how much time is required and how many resources are needed for a task. This is because humans generally discount roadblocks they find unlikely — but if there are 50 low-probability events for a given task, there’s a higher probability one of those events will occur. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Tell students, ‘When you're doing your planning, whatever time estimate you come up with, double it,’” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By thinking in terms of time, rather than task, students can pace themselves and prepare for the unexpected. Many students may look at their planners, see that no assignment is due the next day and think they get the night off, only to find themselves staying up late the next night with multiple tasks. Instead, if a student commits to working every day for at least 30 minutes, they’ll have a cushion if anything surprising pops up. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Practice Breaking Down Tasks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students need to learn how to break up large tasks into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">\u003cspan style=\"font-weight: 400\">bite-sized chunks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While they’re fully capable of doing this, they might not know how to go about it. Demonstrating and teaching this concept directly can help guide students toward success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way students can practice is by working in small groups to brainstorm strategies for dividing up tasks. This allows teachers to give feedback about different strategies’ efficacies and allows students to crowdsource new approaches. “It's the perfect kind of thing you could do in a Zoom breakout room,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Self-sabotaging\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-sabotaging, also known as self-handicapping, “is the idea that you procrastinate knowing that you're setting yourself up for failure,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Separate from the other two reasons for procrastination, self-sabotaging comes from a student’s fear that even if they tried their hardest on an assignment or test, they wouldn’t succeed. They procrastinate in order to give themselves an excuse for a failure they fear is inevitable. A bad grade can be blamed on their “choice” to procrastinate, rather than seen as a true metric of their ability or knowledge.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can likely guess which of their students possess this fear of failure. They can talk with the student one-on-one, telling the student that they will succeed if they put in the effort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Invoking a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> might be helpful here, as might working together to develop a new strategy for the task. This may involve breaking tasks down or troubleshooting together, and then monitoring that student’s progress with the new strategies. Providing continual support allows the student to feel as though their teacher is with them for the long haul.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>HOW TO KNOW WHEN TO STOP STUDYING\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students think they know when to stop studying for an exam: when they feel like they know the material. Humans generally consider ourselves good judges of what we know and don’t know — but we might be worse at this than we think, said Willingham. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/articles/201703/massively-intelligent\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many participants were quick to say they knew how a toilet worked. But when asked to explain what makes a toilet flush, they found they couldn’t. This points to a common misunderstanding of memory. We think that if we quickly scan our minds and see a concept, we know that concept and could explain it if we tried. But sometimes, we’re only vaguely familiar with how toilets work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People actually are not so good at knowing what they know,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Feeling That You Know Something Is Not Reliable\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students assess whether they know a topic, they should consider whether they’re only familiar with it. The scientific definition of familiarity is knowing that one has seen a stimulus before, but possessing few other pieces of knowledge about it. Familiarity allows us to operate quickly — we assume we could say more about the topic if we thought about it. “Partial access” provides a similar fallacy — sometimes when we know a few things about a topic, we assume we know it in full. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recollection, conversely, involves deeper mental associations and the ability to explain something rather than simply recognize it. While a student may feel they know a concept when they read a line of their notes, close their eyes and immediately repeat that line back, checking back after time has passed ensures that the knowledge isn’t only stored in short-term memory. Students can test whether they know a concept by stepping away from their notes for a half-hour or more and then self-testing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Studying Until You Know Is Not Enough\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though a student may feel they can stop studying once they receive 100% on a practice test, this score may not ensure success on the actual exam. “What they've forgotten is that forgetting happens,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To protect themselves against forgetting, Willingham encourages students to plan their studying so that it includes time to study even after mastering a self-test. By including a buffer between self-test mastery and the actual exam, students can continue practicing the concept, reducing the likelihood of forgetting material during that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This may involve using the scheduling techniques mentioned above. Students can be encouraged to save roughly 20% of their study time for this buffer, meaning that mastery should be achieved by the penultimate night before the exam so that the night before can be used for review.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Creating Study Materials \u003c/b>\u003cb>\u003ci>Is\u003c/i>\u003c/b>\u003cb> Studying\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students might forego \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/this-teacher-wont-use-textbooks-his-students-succeed-despite-that--or-maybe-because-of-it/2019/10/04/d62f9bbc-e52b-11e9-b403-f738899982d2_story.html\">\u003cspan style=\"font-weight: 400\">creating their own study materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> if they find resources online that are similar enough, believing this would allow them to begin studying “sooner.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They don't realize creating their own study materials is actually a really, really effective way of studying,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making their own study guides, \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\">flashcards\u003c/a> or \u003c/span>\u003ca href=\"https://quizlet.com/\">\u003cspan style=\"font-weight: 400\">Quizlets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> not only allows students to review their notes, but ensures the materials they use are on-topic and accurate — as opposed to a readily accessible Quizlet made by a stranger. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: “Knowing” Means Being Able To Explain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A student might believe they “know” a concept but can’t explain it. Often, this comes from the idea that the student couldn't comprehend the teacher’s first explanation of the concept, but with further review, readings and questions, the concept now makes sense — when the teacher explains it. This student wouldn’t feel able to put the concept in their own words or thoroughly discuss it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tell students that “knowledge” doesn’t mean that a concept only makes sense when reading about it or hearing it explained – it means being able to explain it oneself. This ensures that students define knowledge with the correct criterion and can more confidently determine when they know a concept.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: Use In-class Queries\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Quick tests that require students to produce knowledge allow them to check their understanding of a concept. These can involve clickers, Zoom polls or exit tickets, as well as Zoom breakout rooms or small-group discussions based on producing knowledge or demonstrating specific skills. Interactions like this allow a student to see if they actually know a concept or require more studying. They allow teachers to take note of their classes’ levels of understanding, too.\u003c/span>\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\">These management techniques can help bolster students working with heightened autonomy during virtual learning. When teachers, parents and caregivers directly explain and model these strategies, they provide students with tools to use the next time they feel distracted, pulled to procrastinate or unsure if they’re ready for an exam. With these tools, students can learn how to address these situations independently — and how to ask for the specific support they need.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57644/13-effective-study-strategies-to-help-students-learn","authors":["11603"],"categories":["mindshift_1"],"tags":["mindshift_20562","mindshift_20823","mindshift_21421"],"featImg":"mindshift_57650","label":"mindshift"},"mindshift_52825":{"type":"posts","id":"mindshift_52825","meta":{"index":"posts_1591205157","site":"mindshift","id":"52825","score":null,"sort":[1549604466000]},"guestAuthors":[],"slug":"what-teachers-and-sports-coaches-can-learn-from-each-other","title":"What Teachers and Sports Coaches Can Learn From Each Other","publishDate":1549604466,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n","blocks":[],"excerpt":"Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ","status":"publish","parent":0,"modified":1549604466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1688},"headData":{"title":"What Teachers and Sports Coaches Can Learn From Each Other | KQED","description":"Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Teachers and Sports Coaches Can Learn From Each Other","datePublished":"2019-02-08T05:41:06.000Z","dateModified":"2019-02-08T05:41:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52825 https://ww2.kqed.org/mindshift/?p=52825","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/07/what-teachers-and-sports-coaches-can-learn-from-each-other/","disqusTitle":"What Teachers and Sports Coaches Can Learn From Each Other","path":"/mindshift/52825/what-teachers-and-sports-coaches-can-learn-from-each-other","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\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>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\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>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52825/what-teachers-and-sports-coaches-can-learn-from-each-other","authors":["4613"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20882","mindshift_21148","mindshift_20711","mindshift_20784","mindshift_1040","mindshift_20562","mindshift_943"],"featImg":"mindshift_52993","label":"mindshift"},"mindshift_52183":{"type":"posts","id":"mindshift_52183","meta":{"index":"posts_1591205157","site":"mindshift","id":"52183","score":null,"sort":[1537447435000]},"guestAuthors":[],"slug":"teachers-strategies-for-pronouncing-and-remembering-students-names-correctly","title":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly","publishDate":1537447435,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p3\">\u003cspan class=\"s1\">Sandeep \u003c/span>Acharya answered when his teachers and classmates called him Sand-eep, even Sandy, for 12 years before he decided he couldn’t take it any longer: “Junior year of high school, I walked up to the blackboard in every one of my classes and drew a circle with lines radiating from the center. ‘Sun-deep,’ I said in a loud, firm voice. ‘Sun. Like a sun.’ ”\u003c/p>\n\u003cp class=\"p3\">The memory returned to Acharya, CEO of a health care startup, recently when he noticed his 2-year-old daughter introducing herself differently. “To white people, she’d say Savita, with a hard ‘t’ like in ‘torch.’ To everyone else, she’d say her name, Savita, where the ‘t’ makes a soft ‘th’ sound, like in ‘the.’ ”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Rita \u003c/span>Kohli, a professor in the Graduate School of Education at UC Riverside, explains the Hindi phenomenon as it applies to her own name: “It’s like Aretha Franklin but without the ‘uh.’ ”\u003c/p>\n\u003cp class=\"p3\">While mispronouncing a student’s name may seem minor, it can have a significant impact on how they see themselves and their cultural background, causing feelings of anxiety, invisibility, shame, resentment and humiliation, all of which can lead to social and educational disengagement. Kohli documented these findings in a \u003cspan class=\"s2\">\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">2012 \u003c/a>\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">\u003cspan class=\"s3\">article\u003c/span>\u003c/a>\u003cspan class=\"s1\"> she co-authored with UCLA \u003c/span>professor Daniel Solórzano titled “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">Teachers, please learn our names!\u003c/a>”\u003c/p>\n\u003cp class=\"p3\">Aspirations and motivation can suffer from the cumulative effect of these “mini-disasters,” which also set the tone for how students treat each other. On the other side of the coin, correct pronunciation can help “develop trust and rapport,” according to Christine Yeh, a professor at the University of San Francisco School of Education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">That’s \u003c/span>why California’s Santa Clara County Office of Education created the “\u003ca href=\"https://www.mynamemyidentity.org/\">\u003cspan class=\"s4\">My \u003c/span>\u003cspan class=\"s2\">Name, My Identity\u003c/span>\u003c/a>\u003cspan class=\"s5\">” campaign. The \u003c/span>initiative asks community members to take a pledge to pronounce names correctly in order to foster a sense that students of all backgrounds are valuable and belong.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Dsnaytwk2ug\u003c/p>\n\u003cp class=\"p3\">The names of white and nonwhite children alike are mispronounced, Kohli and Solórzano write, but the experience is much more damaging for a child who “goes to school and reads textbooks that do not reference her culture, sees no teachers or administrators that look like her, and perhaps does not hear her home language,” since these cues (plus advertisements, movies and other indicators of societal values at large) already communicate “that who they are and where they come from is not important.” For one Latina study participant, having her name mispronounced made her wish her parents were more Americanized; a Sri Lankan American reported feeling that his name was “an imposition on others.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">They’re \u003c/span>not imagining things. Kathryn Campbell-Kibler, a sociolinguist at The Ohio State University, says the effort we put into overcoming a “barrier to communication” depends on (and communicates) social values. “You see the difference if you think about the way Americans typically respond to somebody with a heavy French accent versus somebody with a heavy Mandarin accent,” she explains. When it comes to names, an American who mispronounces the British surname St. Clair (think “Sinclair”), she says, will tend to have a sense of, “Oh, they have a fancy, special language, and if I don’t know how to handle that, it’s a flaw in me.” Whereas a Chinese name might provoke the reaction: “Those names are really hard to understand, and it’s not my responsibility to engage with that.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> The latter also “happens a lot with white teachers responding to names that are seen as typically black,” Campbell-Kibler says. \u003c/span>\u003cspan class=\"s1\">According \u003c/span>to Robert Bjork—a psychology professor at UCLA who is a leading scholar on human learning and memory—there are several reasons why names of all cultures can be difficult to remember. For starters, they’re arbitrary labels, as opposed to a nickname like “Red” or “Tiny,” which a person’s physical appearance might trigger. Then there’s the fact that “other demands often occupy our attentional and memory processes when we are meeting somebody new.” Whether that’s at a cocktail party or in a classroom with 33 children, distraction can make it impossible to recall a new name just minutes later. Even when initial storage is successful, Bjork says, retrieval is hampered because we accumulate a huge number of names over our lifetimes, many of which are similar.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">On \u003c/span>top of these difficulties, there can be linguistic barriers to pronouncing names that aren’t in one’s native tongue, particularly when dealing with differing sound systems. Professor Campbell-Kibler offers up Korean as an example. She says there are two separate sounds that occupy what an English speaker would think of as the “s” space, and a teacher might not have the cognitive capacity to perceive the difference between them.\u003c/p>\n\u003cp class=\"p3\">“If I don’t go and actually learn how to speak Korean extensively for years, I may just always get that wrong,” she says, but this type of real linguistic constraint “doesn’t come up all that often.” In other words, teachers are capable of pronouncing most names correctly.\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">How \u003c/span>then can educators overcome the hurdles to doing so?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">It’s tempting to put the first key practice—mustering a legitimate interest in the name—into the bucket labeled “duh” by Samantha Giles, a special education teacher at Hill Elementary School in Garden Grove, California, but it stems from neural complexities. Say you were to ask Professor Bjork how to spell and pronounce his last name. He explains that if he replied “Bee-york” you might ask why it is not pronounced “Bah-Jork,” after which he would tell you that \u003cspan class=\"s1\">it is a Scandinavian name, similar to the word “fjord” where the “j” is pronounced like a “y.” Or he might add that “Bjork” means “birch,” as in the tree. An exchange like this, he says, “will exercise the very types of processing that enhance memory.” In \u003c/span>other words, it overcomes the cocktail party problem. The second essential step, he says, is “to produce—that is, actually say, someone’s name, because retrieving a name makes that name more retrievable in the future than does just hearing it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“How \u003c/span>would you like me to say your child’s name?” is the specific wording Professor Kohli recommends for parents, and the following for students:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“I don’t know how to say your name yet, \u003c/span>can you explain it to me? I’m working on learning it, and it’s important to me to say it the way it’s meant to be said, the way your parents say it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Then try the name. Ask if you’re right. Try again, “no matter how long it takes.” Once you’ve got the proper pronunciation, repeat it aloud. Eighth-grade science teacher Carry Hansen, who also coaches cross-country and track as well as coordinating the advisory \u003c/span>program for Trinity Valley School in Fort Worth, Texas, recommends using kids’ names as much as possible, almost as obnoxiously as a telemarketer would, until they sink in.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">If \u003c/span>that whole process sounds awkward, good. Professor Bjork’s research, conducted in partnership with Elizabeth Ligon Bjork, shows that difficulty learning something gives the thing being learned a sense of importance, and errors that trigger elaboration produce better retention. This concept of “desirable difficulties” means the discomfort of admitting you're having trouble pronouncing someone's name could actually aid in recall, and Bjork says “that such a clarifying exchange has a positive effect, not a negative effect, on the person whose name you are having trouble pronouncing.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Thanks \u003c/span>to the power dynamic that makes it hard for a student to question a teacher, the onus of initiating this type of conversation falls on educators, in Kohli’s view, and she says they should take a learner’s approach in doing so. Start with a little soul-searching:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">\u003ci>Is this name hard to pronounce, or is \u003c/i>\u003c/span>\u003ci>that just my vantage point\u003c/i>? (Susan Balogh, a teacher at Baker School in Chestnut Hill, Massachusetts, reminds herself, “Unless our names are Lakota, Penobscot or Apache in heritage, they are all ‘foreign.’ ”) Then, be explicit, Kohli says, telling the class “that this is our limitation, not any fault of the student.” Use the “I” statements suggested above and avoid the frustrated looks and embarrassed laughs that tend to accompany pronunciation difficulty. Hansen gives students permission to correct her; in fact, she advises, “tell the kid that they MUST correct you if you are saying their name incorrectly.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Many \u003c/span>teachers report playing “the name game” and Professor Yeh, who teaches school counselors with caseloads of 200-500 students, takes a similar approach, asking each of her graduate students to share the story of their chosen name and its proper pronunciation on the first day of class. Then she, too, gets frank about it, declaring that “we won’t consistently mispronounce a name because we are too afraid to ask, or too afraid to correct ourselves.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Yeh \u003c/span>draws attention to another tactic that can help with pronunciation: learning the basic rules from a variety of languages, “like an ‘x’ in Chinese is pronounced as an ‘sh’ sound, with the tip of your tongue down, below your lower front teeth.” (Just as “a” in Savita makes the “uh” sound thanks to Hindi origin, and the letter “j” in Spanish makes the sound English speakers attribute to the letter “h.” If this seems like too much to wrap one’s head around, remember the classic example of “ghoti” as an alternative English spelling of “fish,” because “gh” makes the “f” sound in “enough,” “o” makes the “i” sound in “women,” and “ti” makes the “sh” sound in “nation.”) Campbell-Kibler, the linguistics professor, confirms: “You can go find that out. Each language is a system, just like English, but the question is, is somebody willing to do that, and what influences how willing they are to do that?”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Even \u003c/span>those who know how to say a name like a native speaker may hesitate for fear of cultural appropriation: “It might be socially a little strange to perfectly produce somebody’s name as if I were saying it in the language,” Campbell-Kibler says. That’s why this diverse group of experts all come back to the same bottom-line recommendation: Ask the student and family which pronunciation they prefer.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">It \u003c/span>won’t always be the one used at home. It is not uncommon for students to choose an Americanized pronunciation or a new name entirely. “At the end of the day, I have to respect the person standing in front of me,” Campbell-Kibler says, “and if they are saying, ‘Call me Joe,’ OK, I’ll call you Joe.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Just \u003c/span>so long as it isn’t for the expediency of school personnel. Professor Yeh says that in the early 2000s, she was told by students at Lower East Side Preparatory High School that they had been assigned an American name or asked to choose one. When kids “basically said, ‘We want our Chinese names back,’ ” Yeh talked to teachers and administrators and was told they “couldn’t possibly learn 300 Chinese names.” And yet, when the students hosted a brown bag lunch where they offered to teach the proper pronunciation of their names, Yeh says, “almost every single teacher and counselor and staff member showed up.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">In \u003c/span>the absence of a similar initiative, teachers report using time-honored tricks to remember name pronunciation, like word association (which addresses Bjork’s arbitrary label problem), writing down each syllable in English phonetics, and rhyming (“Alazaeia = Princess Leia” is one Giles uses), as well as new-fangled ones like name pronunciation websites (e.g., \u003ca href=\"https://www.pronouncenames.com/\">\u003cspan class=\"s2\">www.pronouncenames.com\u003c/span>\u003c/a>\u003cspan class=\"s5\">).\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">What \u003c/span>if you witness a mispronunciation by another adult?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">Kohli says a classmate of her daughter\u003cspan class=\"s1\"> \u003c/span>benefited from a Latina kindergarten teacher who referred to him as his parents did. His first-grade teacher, however, changed both the sounds and inflection. (Professor Yeh reminds, “With many of the names that have tildes \u003cspan class=\"s1\">or umlauts or little markings, that is actually really important, too.” When making name tents and folders, she says, remember “it’s not just the spoken word; it’s the written name as well.”) \u003c/span>While Kohli encourages parents to be direct in advocating for their own child’s name, she sought balance in her dual role as a professor and parent of a classmate, figuring, “I can’t just \u003cspan class=\"s1\">go in there and slap down my research.”\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Instead, whenever the first-grade \u003c/span>teacher was in earshot, she made a point to properly pronounce that student's \u003cspan class=\"s1\">name. Eventually,\u003c/span> it worked.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">And \u003c/span>that might be the most important lesson Kohli and Solórzano have to offer: “[Since] students will often take the cue of fearing or celebrating difference from the climate set up by teachers, … educators are in a unique position to shape the perceptions of their students” about themselves and others. In the age of growth mindset and “marvelous mistakes,” teachers, counselors, literacy specialists, social workers, administrators, yard staff, PTA members and any other adult who interacts with children at a school can reframe name pronunciation as an opportunity rather than a challenge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Balogh, \u003c/span>the Boston-area teacher, sums it up: “If I can’t make a consistent, good-faith effort to pronounce a name correctly, the implicit message is that I can’t be bothered.” Those who show that they can take an important step toward making all students feel seen and respected, necessary prerequisites for an engaging social and academic experience.\u003c/p>\n\n","blocks":[],"excerpt":"A mispronounced or forgotten name can have a lasting impact on students on how they feel about school. Teachers provide tips on how to make those names stick. ","status":"publish","parent":0,"modified":1547068385,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":2527},"headData":{"title":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly | KQED","description":"A mispronounced or forgotten name can have a lasting impact on students on how they feel about school. Teachers provide tips on how to make those names stick. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly","datePublished":"2018-09-20T12:43:55.000Z","dateModified":"2019-01-09T21:13:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52183 https://ww2.kqed.org/mindshift/?p=52183","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/20/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly/","disqusTitle":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly","nprByline":"\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a>","path":"/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p3\">\u003cspan class=\"s1\">Sandeep \u003c/span>Acharya answered when his teachers and classmates called him Sand-eep, even Sandy, for 12 years before he decided he couldn’t take it any longer: “Junior year of high school, I walked up to the blackboard in every one of my classes and drew a circle with lines radiating from the center. ‘Sun-deep,’ I said in a loud, firm voice. ‘Sun. Like a sun.’ ”\u003c/p>\n\u003cp class=\"p3\">The memory returned to Acharya, CEO of a health care startup, recently when he noticed his 2-year-old daughter introducing herself differently. “To white people, she’d say Savita, with a hard ‘t’ like in ‘torch.’ To everyone else, she’d say her name, Savita, where the ‘t’ makes a soft ‘th’ sound, like in ‘the.’ ”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Rita \u003c/span>Kohli, a professor in the Graduate School of Education at UC Riverside, explains the Hindi phenomenon as it applies to her own name: “It’s like Aretha Franklin but without the ‘uh.’ ”\u003c/p>\n\u003cp class=\"p3\">While mispronouncing a student’s name may seem minor, it can have a significant impact on how they see themselves and their cultural background, causing feelings of anxiety, invisibility, shame, resentment and humiliation, all of which can lead to social and educational disengagement. Kohli documented these findings in a \u003cspan class=\"s2\">\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">2012 \u003c/a>\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">\u003cspan class=\"s3\">article\u003c/span>\u003c/a>\u003cspan class=\"s1\"> she co-authored with UCLA \u003c/span>professor Daniel Solórzano titled “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">Teachers, please learn our names!\u003c/a>”\u003c/p>\n\u003cp class=\"p3\">Aspirations and motivation can suffer from the cumulative effect of these “mini-disasters,” which also set the tone for how students treat each other. On the other side of the coin, correct pronunciation can help “develop trust and rapport,” according to Christine Yeh, a professor at the University of San Francisco School of Education.\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=\"p3\">\u003cspan class=\"s1\">That’s \u003c/span>why California’s Santa Clara County Office of Education created the “\u003ca href=\"https://www.mynamemyidentity.org/\">\u003cspan class=\"s4\">My \u003c/span>\u003cspan class=\"s2\">Name, My Identity\u003c/span>\u003c/a>\u003cspan class=\"s5\">” campaign. The \u003c/span>initiative asks community members to take a pledge to pronounce names correctly in order to foster a sense that students of all backgrounds are valuable and belong.\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/Dsnaytwk2ug'\n title='//www.youtube.com/embed/Dsnaytwk2ug'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p3\">The names of white and nonwhite children alike are mispronounced, Kohli and Solórzano write, but the experience is much more damaging for a child who “goes to school and reads textbooks that do not reference her culture, sees no teachers or administrators that look like her, and perhaps does not hear her home language,” since these cues (plus advertisements, movies and other indicators of societal values at large) already communicate “that who they are and where they come from is not important.” For one Latina study participant, having her name mispronounced made her wish her parents were more Americanized; a Sri Lankan American reported feeling that his name was “an imposition on others.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">They’re \u003c/span>not imagining things. Kathryn Campbell-Kibler, a sociolinguist at The Ohio State University, says the effort we put into overcoming a “barrier to communication” depends on (and communicates) social values. “You see the difference if you think about the way Americans typically respond to somebody with a heavy French accent versus somebody with a heavy Mandarin accent,” she explains. When it comes to names, an American who mispronounces the British surname St. Clair (think “Sinclair”), she says, will tend to have a sense of, “Oh, they have a fancy, special language, and if I don’t know how to handle that, it’s a flaw in me.” Whereas a Chinese name might provoke the reaction: “Those names are really hard to understand, and it’s not my responsibility to engage with that.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> The latter also “happens a lot with white teachers responding to names that are seen as typically black,” Campbell-Kibler says. \u003c/span>\u003cspan class=\"s1\">According \u003c/span>to Robert Bjork—a psychology professor at UCLA who is a leading scholar on human learning and memory—there are several reasons why names of all cultures can be difficult to remember. For starters, they’re arbitrary labels, as opposed to a nickname like “Red” or “Tiny,” which a person’s physical appearance might trigger. Then there’s the fact that “other demands often occupy our attentional and memory processes when we are meeting somebody new.” Whether that’s at a cocktail party or in a classroom with 33 children, distraction can make it impossible to recall a new name just minutes later. Even when initial storage is successful, Bjork says, retrieval is hampered because we accumulate a huge number of names over our lifetimes, many of which are similar.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">On \u003c/span>top of these difficulties, there can be linguistic barriers to pronouncing names that aren’t in one’s native tongue, particularly when dealing with differing sound systems. Professor Campbell-Kibler offers up Korean as an example. She says there are two separate sounds that occupy what an English speaker would think of as the “s” space, and a teacher might not have the cognitive capacity to perceive the difference between them.\u003c/p>\n\u003cp class=\"p3\">“If I don’t go and actually learn how to speak Korean extensively for years, I may just always get that wrong,” she says, but this type of real linguistic constraint “doesn’t come up all that often.” In other words, teachers are capable of pronouncing most names correctly.\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">How \u003c/span>then can educators overcome the hurdles to doing so?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">It’s tempting to put the first key practice—mustering a legitimate interest in the name—into the bucket labeled “duh” by Samantha Giles, a special education teacher at Hill Elementary School in Garden Grove, California, but it stems from neural complexities. Say you were to ask Professor Bjork how to spell and pronounce his last name. He explains that if he replied “Bee-york” you might ask why it is not pronounced “Bah-Jork,” after which he would tell you that \u003cspan class=\"s1\">it is a Scandinavian name, similar to the word “fjord” where the “j” is pronounced like a “y.” Or he might add that “Bjork” means “birch,” as in the tree. An exchange like this, he says, “will exercise the very types of processing that enhance memory.” In \u003c/span>other words, it overcomes the cocktail party problem. The second essential step, he says, is “to produce—that is, actually say, someone’s name, because retrieving a name makes that name more retrievable in the future than does just hearing it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“How \u003c/span>would you like me to say your child’s name?” is the specific wording Professor Kohli recommends for parents, and the following for students:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“I don’t know how to say your name yet, \u003c/span>can you explain it to me? I’m working on learning it, and it’s important to me to say it the way it’s meant to be said, the way your parents say it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Then try the name. Ask if you’re right. Try again, “no matter how long it takes.” Once you’ve got the proper pronunciation, repeat it aloud. Eighth-grade science teacher Carry Hansen, who also coaches cross-country and track as well as coordinating the advisory \u003c/span>program for Trinity Valley School in Fort Worth, Texas, recommends using kids’ names as much as possible, almost as obnoxiously as a telemarketer would, until they sink in.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">If \u003c/span>that whole process sounds awkward, good. Professor Bjork’s research, conducted in partnership with Elizabeth Ligon Bjork, shows that difficulty learning something gives the thing being learned a sense of importance, and errors that trigger elaboration produce better retention. This concept of “desirable difficulties” means the discomfort of admitting you're having trouble pronouncing someone's name could actually aid in recall, and Bjork says “that such a clarifying exchange has a positive effect, not a negative effect, on the person whose name you are having trouble pronouncing.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Thanks \u003c/span>to the power dynamic that makes it hard for a student to question a teacher, the onus of initiating this type of conversation falls on educators, in Kohli’s view, and she says they should take a learner’s approach in doing so. Start with a little soul-searching:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">\u003ci>Is this name hard to pronounce, or is \u003c/i>\u003c/span>\u003ci>that just my vantage point\u003c/i>? (Susan Balogh, a teacher at Baker School in Chestnut Hill, Massachusetts, reminds herself, “Unless our names are Lakota, Penobscot or Apache in heritage, they are all ‘foreign.’ ”) Then, be explicit, Kohli says, telling the class “that this is our limitation, not any fault of the student.” Use the “I” statements suggested above and avoid the frustrated looks and embarrassed laughs that tend to accompany pronunciation difficulty. Hansen gives students permission to correct her; in fact, she advises, “tell the kid that they MUST correct you if you are saying their name incorrectly.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Many \u003c/span>teachers report playing “the name game” and Professor Yeh, who teaches school counselors with caseloads of 200-500 students, takes a similar approach, asking each of her graduate students to share the story of their chosen name and its proper pronunciation on the first day of class. Then she, too, gets frank about it, declaring that “we won’t consistently mispronounce a name because we are too afraid to ask, or too afraid to correct ourselves.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Yeh \u003c/span>draws attention to another tactic that can help with pronunciation: learning the basic rules from a variety of languages, “like an ‘x’ in Chinese is pronounced as an ‘sh’ sound, with the tip of your tongue down, below your lower front teeth.” (Just as “a” in Savita makes the “uh” sound thanks to Hindi origin, and the letter “j” in Spanish makes the sound English speakers attribute to the letter “h.” If this seems like too much to wrap one’s head around, remember the classic example of “ghoti” as an alternative English spelling of “fish,” because “gh” makes the “f” sound in “enough,” “o” makes the “i” sound in “women,” and “ti” makes the “sh” sound in “nation.”) Campbell-Kibler, the linguistics professor, confirms: “You can go find that out. Each language is a system, just like English, but the question is, is somebody willing to do that, and what influences how willing they are to do that?”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Even \u003c/span>those who know how to say a name like a native speaker may hesitate for fear of cultural appropriation: “It might be socially a little strange to perfectly produce somebody’s name as if I were saying it in the language,” Campbell-Kibler says. That’s why this diverse group of experts all come back to the same bottom-line recommendation: Ask the student and family which pronunciation they prefer.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">It \u003c/span>won’t always be the one used at home. It is not uncommon for students to choose an Americanized pronunciation or a new name entirely. “At the end of the day, I have to respect the person standing in front of me,” Campbell-Kibler says, “and if they are saying, ‘Call me Joe,’ OK, I’ll call you Joe.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Just \u003c/span>so long as it isn’t for the expediency of school personnel. Professor Yeh says that in the early 2000s, she was told by students at Lower East Side Preparatory High School that they had been assigned an American name or asked to choose one. When kids “basically said, ‘We want our Chinese names back,’ ” Yeh talked to teachers and administrators and was told they “couldn’t possibly learn 300 Chinese names.” And yet, when the students hosted a brown bag lunch where they offered to teach the proper pronunciation of their names, Yeh says, “almost every single teacher and counselor and staff member showed up.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">In \u003c/span>the absence of a similar initiative, teachers report using time-honored tricks to remember name pronunciation, like word association (which addresses Bjork’s arbitrary label problem), writing down each syllable in English phonetics, and rhyming (“Alazaeia = Princess Leia” is one Giles uses), as well as new-fangled ones like name pronunciation websites (e.g., \u003ca href=\"https://www.pronouncenames.com/\">\u003cspan class=\"s2\">www.pronouncenames.com\u003c/span>\u003c/a>\u003cspan class=\"s5\">).\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">What \u003c/span>if you witness a mispronunciation by another adult?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">Kohli says a classmate of her daughter\u003cspan class=\"s1\"> \u003c/span>benefited from a Latina kindergarten teacher who referred to him as his parents did. His first-grade teacher, however, changed both the sounds and inflection. (Professor Yeh reminds, “With many of the names that have tildes \u003cspan class=\"s1\">or umlauts or little markings, that is actually really important, too.” When making name tents and folders, she says, remember “it’s not just the spoken word; it’s the written name as well.”) \u003c/span>While Kohli encourages parents to be direct in advocating for their own child’s name, she sought balance in her dual role as a professor and parent of a classmate, figuring, “I can’t just \u003cspan class=\"s1\">go in there and slap down my research.”\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Instead, whenever the first-grade \u003c/span>teacher was in earshot, she made a point to properly pronounce that student's \u003cspan class=\"s1\">name. Eventually,\u003c/span> it worked.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">And \u003c/span>that might be the most important lesson Kohli and Solórzano have to offer: “[Since] students will often take the cue of fearing or celebrating difference from the climate set up by teachers, … educators are in a unique position to shape the perceptions of their students” about themselves and others. In the age of growth mindset and “marvelous mistakes,” teachers, counselors, literacy specialists, social workers, administrators, yard staff, PTA members and any other adult who interacts with children at a school can reframe name pronunciation as an opportunity rather than a challenge.\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 class=\"p3\">\u003cspan class=\"s1\">Balogh, \u003c/span>the Boston-area teacher, sums it up: “If I can’t make a consistent, good-faith effort to pronounce a name correctly, the implicit message is that I can’t be bothered.” Those who show that they can take an important step toward making all students feel seen and respected, necessary prerequisites for an engaging social and academic experience.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly","authors":["byline_mindshift_52183"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_21223","mindshift_20562","mindshift_20556","mindshift_21222","mindshift_21221","mindshift_21243"],"featImg":"mindshift_52214","label":"mindshift"},"mindshift_48770":{"type":"posts","id":"mindshift_48770","meta":{"index":"posts_1591205157","site":"mindshift","id":"48770","score":null,"sort":[1501063254000]},"guestAuthors":[],"slug":"how-making-mistakes-primes-kids-to-learn-better","title":"Why Mistakes Matter in Creating A Path For Learning","publishDate":1501063254,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.","status":"publish","parent":0,"modified":1536277032,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2162},"headData":{"title":"Why Mistakes Matter in Creating A Path For Learning | KQED","description":"American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Mistakes Matter in Creating A Path For Learning","datePublished":"2017-07-26T10:00:54.000Z","dateModified":"2018-09-06T23:37:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48770 https://ww2.kqed.org/mindshift/?p=48770","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/26/how-making-mistakes-primes-kids-to-learn-better/","disqusTitle":"Why Mistakes Matter in Creating A Path For Learning","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\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>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\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/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better","authors":["byline_mindshift_48770"],"categories":["mindshift_192"],"tags":["mindshift_21078","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_310","mindshift_20562","mindshift_20911","mindshift_20867","mindshift_20987"],"featImg":"mindshift_48779","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_31942":{"type":"posts","id":"mindshift_31942","meta":{"index":"posts_1591205157","site":"mindshift","id":"31942","score":null,"sort":[1381167363000]},"guestAuthors":[],"slug":"smart-strategies-that-help-students-learn-how-to-learn","title":"Smart Strategies That Help Students Learn How to Learn","publishDate":1381167363,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31949\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10154402@N03/5392183488/sizes/z/in/photolist-9dumhQ-6uYYxJ-6uUNHD-6uUNND-6uYYUs-6uYYDq-7LSoon-bgqcGz-aDsWrx-9QWLSM-7Y1aCz-6uUNqi-9gv5sp-esPvFw-esPy23-esPvfA-esPwWu-esLmip-esPxFG-esQdWm-esM7CD-esLJFr-esPP9L-esM2mD-esLPur-esNUd9-esLb3p-esPeEG-esNRH9-esLap8-esL7KV-esKXei-esL4WB-esKL4H-esNWWu-esKEp6-esPfdU-esP5nJ-esKYtP-esP3eq-esNSvh-esL6tt-esKGeH-esPgUJ-esNXvC-esKPS4-esPcqd-esPqdf-esNZLL-esPmUo-esLKdz/http://\">\u003cimg class=\"size-full wp-image-31949\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg\" alt=\"5392183488_d9b0999e2a_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.\u003c/p>\n\u003cp>To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.\u003c/p>\n\u003cp>In our schools, \"the emphasis is on \u003cem>what\u003c/em> students need to learn, whereas little emphasis—if any—is placed on training students \u003cem>how\u003c/em> they should go about learning the content and what skills will promote efficient studying to support robust learning,\" writes John Dunlosky, professor of psychology at Kent State University in Ohio, in an \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=b71b3aa780&e=c73b114bbb\">article\u003c/a> just published in \u003cem>American Educator.\u003c/em> However, he continues, \"teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teaching students how to learn is as important as teaching them content.\" \u003c/aside>\n\u003cp>Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=5610944124&e=c73b114bbb\">writing\u003c/a> last year in the journal \u003cem>Instructional\u003c/em> \u003cem>Science\u003c/em>. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.\u003c/p>\n\u003cp>Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=a6a3184fb6&e=c73b114bbb\">PISA\u003c/a>, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\">What Students Should Know About Their Own Brains\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>In their own study, Askell-Williams and her coauthors took as their subjects 1,388 Australian high school students. They first administered an assessment to find out how much the students knew about cognitive and metacognitive learning strategies—and found that their familiarity with these tactics was “less than optimal.”\u003c/p>\n\u003cp>Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):\u003c/p>\n\u003cp>• I draw pictures or diagrams to help me understand this subject.\u003c/p>\n\u003cp>• I make up questions that I try to answer about this subject.\u003c/p>\n\u003cp>• When I am learning something new in this subject, I think back to what I already know about it.\u003c/p>\n\u003cp>• I discuss what I am doing in this subject with others.\u003c/p>\n\u003cp>• I practice things over and over until I know them well in this subject.\u003c/p>\n\u003cp>• I think about my thinking, to check if I understand the ideas in this subject.\u003c/p>\n\u003cp>• When I don’t understand something in this subject I go back over it again.\u003c/p>\n\u003cp>• I make a note of things that I don’t understand very well in this subject, so that I can follow them up.\u003c/p>\n\u003cp>• When I have finished an activity in this subject I look back to see how well I did.\u003c/p>\n\u003cp>• I organize my time to manage my learning in this subject.\u003c/p>\n\u003cp>• I make plans for how to do the activities in this subject.\u003c/p>\n\u003cp>Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most. These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how.\u003c/p>\n\u003cp>• What is the topic for today’s lesson?\u003c/p>\n\u003cp>• What will be important ideas in today’s lesson?\u003c/p>\n\u003cp>• What do you already know about this topic?\u003c/p>\n\u003cp>• What can you relate this to?\u003c/p>\n\u003cp>• What will you do to remember the key ideas?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>• Is there anything about this topic you don’t understand, or are not clear about?\u003c/p>\n\n","blocks":[],"excerpt":"What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.","status":"publish","parent":0,"modified":1381167468,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":875},"headData":{"title":"Smart Strategies That Help Students Learn How to Learn | KQED","description":"What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Smart Strategies That Help Students Learn How to Learn","datePublished":"2013-10-07T17:36:03.000Z","dateModified":"2013-10-07T17:37:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31942 http://blogs.kqed.org/mindshift/?p=31942","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/07/smart-strategies-that-help-students-learn-how-to-learn/","disqusTitle":"Smart Strategies That Help Students Learn How to Learn","path":"/mindshift/31942/smart-strategies-that-help-students-learn-how-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31949\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10154402@N03/5392183488/sizes/z/in/photolist-9dumhQ-6uYYxJ-6uUNHD-6uUNND-6uYYUs-6uYYDq-7LSoon-bgqcGz-aDsWrx-9QWLSM-7Y1aCz-6uUNqi-9gv5sp-esPvFw-esPy23-esPvfA-esPwWu-esLmip-esPxFG-esQdWm-esM7CD-esLJFr-esPP9L-esM2mD-esLPur-esNUd9-esLb3p-esPeEG-esNRH9-esLap8-esL7KV-esKXei-esL4WB-esKL4H-esNWWu-esKEp6-esPfdU-esP5nJ-esKYtP-esP3eq-esNSvh-esL6tt-esKGeH-esPgUJ-esNXvC-esKPS4-esPcqd-esPqdf-esNZLL-esPmUo-esLKdz/http://\">\u003cimg class=\"size-full wp-image-31949\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg\" alt=\"5392183488_d9b0999e2a_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.\u003c/p>\n\u003cp>To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.\u003c/p>\n\u003cp>In our schools, \"the emphasis is on \u003cem>what\u003c/em> students need to learn, whereas little emphasis—if any—is placed on training students \u003cem>how\u003c/em> they should go about learning the content and what skills will promote efficient studying to support robust learning,\" writes John Dunlosky, professor of psychology at Kent State University in Ohio, in an \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=b71b3aa780&e=c73b114bbb\">article\u003c/a> just published in \u003cem>American Educator.\u003c/em> However, he continues, \"teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teaching students how to learn is as important as teaching them content.\" \u003c/aside>\n\u003cp>Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=5610944124&e=c73b114bbb\">writing\u003c/a> last year in the journal \u003cem>Instructional\u003c/em> \u003cem>Science\u003c/em>. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.\u003c/p>\n\u003cp>Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=a6a3184fb6&e=c73b114bbb\">PISA\u003c/a>, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.\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 style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\">What Students Should Know About Their Own Brains\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>In their own study, Askell-Williams and her coauthors took as their subjects 1,388 Australian high school students. They first administered an assessment to find out how much the students knew about cognitive and metacognitive learning strategies—and found that their familiarity with these tactics was “less than optimal.”\u003c/p>\n\u003cp>Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):\u003c/p>\n\u003cp>• I draw pictures or diagrams to help me understand this subject.\u003c/p>\n\u003cp>• I make up questions that I try to answer about this subject.\u003c/p>\n\u003cp>• When I am learning something new in this subject, I think back to what I already know about it.\u003c/p>\n\u003cp>• I discuss what I am doing in this subject with others.\u003c/p>\n\u003cp>• I practice things over and over until I know them well in this subject.\u003c/p>\n\u003cp>• I think about my thinking, to check if I understand the ideas in this subject.\u003c/p>\n\u003cp>• When I don’t understand something in this subject I go back over it again.\u003c/p>\n\u003cp>• I make a note of things that I don’t understand very well in this subject, so that I can follow them up.\u003c/p>\n\u003cp>• When I have finished an activity in this subject I look back to see how well I did.\u003c/p>\n\u003cp>• I organize my time to manage my learning in this subject.\u003c/p>\n\u003cp>• I make plans for how to do the activities in this subject.\u003c/p>\n\u003cp>Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most. These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how.\u003c/p>\n\u003cp>• What is the topic for today’s lesson?\u003c/p>\n\u003cp>• What will be important ideas in today’s lesson?\u003c/p>\n\u003cp>• What do you already know about this topic?\u003c/p>\n\u003cp>• What can you relate this to?\u003c/p>\n\u003cp>• What will you do to remember the key ideas?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>• Is there anything about this topic you don’t understand, or are not clear about?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31942/smart-strategies-that-help-students-learn-how-to-learn","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20562"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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