Make it stick, the science of successful learning
- Learning is misunderstood
- To learn, Retrieve
- Mix up your practice
- Embrace difficulties
- Avoid illusions of knowing
- Get beyond learning styles
- Increase your abilities
- Make it stick
Claims we make in this book
Empirical evidence versus theory, lore, and intuition
People misunderstand learning
Early evidence
Illusions of knowing
Knowledge: not sufficient, but necessary
Testing: dipstick versus learning tool
The takeaway
Reflection is a form of practice
The testing effect
Studying the testing effect in the lab
Studying the testing effect "in the wild"
Exploring nuances
The takeaway
The myth of massed practice
Spaced practice
Interleaved practice
Varied practice
Developing discrimination skills
Improving complex mastery for medical student
These principles are broadly applicable
The takeaway
How learning occurs
Encoding
Consolidation
Retrieval
Extending learning: updating retrieval cues
Easier isn't better
How effort helps
Reconsolidating memory
Creating mental models
Broadening mastery
Fostering conceptual learning
Improving versatility
Priming the mind for learning
Other learning strategies that incorporate desirable difficulties
Failure and the myth of errorless learning
An example of generative learning
Undesirable difficulties
The takeaway
Two systems of knowing
Illusions and memory distortions
Mental models
Unskilled and unaware of it
Tools and habits for calibrating your judgement
Active learning from the get-go
Successful intelligence
Dynamic testing
Structure building
Rule versus example learning
The takeaway
Neuroplasticity
is IQ mutable?
Brain training?
Growth mindset
Deliberate practice
Memory cues
The takeaway
Learning tips for student
Practice retrieving new learning from memory
Space out your retrieval practice
Interleave the study of different problem types
Other effective study strategies
Tips for lifelong learners
Retrieval practice
Generation
Reflection
Elaboration
Tips for teachers
Explain to student how learning works
Teach students how to study
Create desirable difficulties in the classroom
Be trasparent
mary pat wenderoth, biology professor, university of washington
Michael D. Matthews, Psychology professor, U.S. military academy at west point
Kathleen McDermott, psychology professor, washington university at St. Louis
Columbia, illinois, Public school district
Tips for trainers
In-service training
Kathy maixner, business coach
Farmers insurance
Jiffy lube
Andersen windows and doors
Inner gate acumpuncture