Key Takeaways from book
Make It Stick for AOC TPWB
Chapter 1
learning is misunderstood
how "we" learn - our perception of "good learning" are false
repetition
re-reading
massed practice
cramming
all look like they work but research shows these are poor strategies
effective strategies
retrieval practice
interleaved activities
elaboration
generation
AOC EXERCISES
Chapter 2 retrieval
memory/activity recall SKILL that must be practiced
improve SKILL by encouraging REFLECTION
time for reflection = improved/stronger learnin
ability to deviate/react beyond norm= greater learning on Bloom's hierarchy (understanding, create, innovate
SO WHAT time for reflection
Chapter 3 How to Practice
vital for memory
massed practice = rapid gains but cramming so no retention
blocked practice = master 1 topic at a time
need to develop critical sorting process CRITICAL on AOC!
SPACED PRACTICE = interweave with other learning
individuals struggle to recall but this effort increases long term retention
interleaved learning = mixing topics FEELS slower but deeper/durable learning
NOT POPULAR - students find it confusing!!
HARDER but research supports this appraoch
SCHEDULNG!!! Factor
Varied Practice
improved judgement vs memorization
builds connections
Examples from med school: lectures/simulations/internships
balance between basics and higher order learning/application
REFLECTION: ex quiz to engage learners with materials after
EBBINGHAUS FORGETTING CURVE (1/3/7/30 days)
need to recall JUST as you are forgetting
Ted Talk : Fluent Forever Spaced Repetition System
Chapter 4 Embracing Difficulties
how to learn repetitive tasks
encoding
consolidation to long term memory (ANCHORED)
retrieval
human learning no limits - retrieval is LIMITING factor
how to make it stick
relavent
emotional
?
?DISPUTE? to learn new things - you need to learn old things
train link you fight š
ex. base ball pitches
cataloguing info
MORE EFFORT = MORE TIME so correlated with deeper learning (chicken/egg)
Myth of Failure: Pavlov - perfect practice makes perfect vs. errors WITH CORRECTION make for better learning
trial and error learning
EFFECTIVE FEEDBACK IS KEY
connected to another knowledge
THIS IS WHY WE NEED DS!!!!
Chapter 5 Illusions of Knowing
illusion about instruction systems/teachers
student illusions regarding ability
more incompetent students are the more competent they THINK they are
corrected via feedback
2 systems of learning
thinking fast 1 - system 1
quick intuitive deductions
thinking slow - system 2
deliberate process
estimate/OPP
as you master things you can shift to system 1 process
always need to check our biases
two systems inhibit each other
click to edit
click to edit
get frustrated since it's easy for DS not for students
Chapter 6 Beyond Learning Styles
unlearning what we think may be true and converting
what type of learning are you??
pigeon holes students
debunks learning styles - people have PREFERENCES they aren't A LEARNING style
theory - people learn better IF we teach using their style
research - better to match PRESENTATION to content not learner
EX teaching control measures - TEACH using a map
presents different models of learning styles
intelligence models
correlation between intelligence and learning but IQ isn't determinate
8 intelligence types
2 key parts
FLUID = abiltiy to reason/recall/create new ideas/problem solve
CRYSTALLIZED = what we KNOW
3 aspects of intelligence model
analytical
creative
practical/street intelligence
SO WHAT? - shift to learning preference vs style and consider types of intelligences
DYNAMIC TESTING
presentations in course - students get feedback and repeat later with improvements with each iteration
STRUCTURE BUILDING - pers think differently
high and low structure builders
high = pick out key points and build into larger concept
low = can't separate details from key points, try to pull it all together into a monstrosity
RULES vs EXAMPLE based learners
RULES : student deduces underlying principle/rule from material
EXAMPLE: accepts as is
if you give them a 2nd example - then they can perceive common rule/principle
AOC we assign reading and include question list to focus student on key points/principles
BE an active learner
learners' perception of themselves matter
positive perception correlated with increased learning
AOC: Combat arms vs Support trades???
Chapter 7 Brain Training
Chapter 8 Retention
need focused time to use different skills/approaches; how do we spend our TIME within TP? develop skills and then apply
levels of knowing
WHAT do students need to
know
master
be familiar with
we need to spend our time ensuring activities entrench
different courses stress different POs; other POs may have more/less importance based ON THE JOB requirements on DAY 1
implications for ERT - lower priorities could be reduced/cut
course component spacing
for students starting/stopping courses
ERT skill fade between Feb 2020 and Sep 2020
study package
TKTs?
PRE COURSE TEST???
does it affect starting course
For those who don't do ATOC?
HSS???
RCAF??
MPs??