2 Think for Life
Think more * Learn more * Live more
"Give light and people will find the way." Ella J. Baker
RESEARCH
Think More
A Harvard study shows that students learn more when participating in active real-world problem-solving, despite learners feeling that they learn more from lectures. The study suggests that while learners feel like they learn more from a great lecture, data indicates allowing students to solve problems in small groups with guidance provided by the teacher as needed, increases learning outcomes. "Lead author Louis Deslauriers, the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it."
Source:https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/
A report from the National Research Council suggests students who master school subjects and excel in areas such as problem-solving, critical thinking, and communication skills (Deeper Learning) that can be applied across a range of tasks in the academic, workplace, or family settings are equipped for succeeding in education, work, and other areas of life.
"Research-based teaching methods such as using multiple and varied representations of concepts, encouraging elaboration and questioning, engaging learners in challenging tasks while also providing guidance and feedback, teaching with examples and cases, connecting topics to students' lives and interests, and using assessments that monitor students' progress and provide feedback for adjusting teaching and learning strategies"... are key components that support the process of deeper learning.
Source: http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=13398
Learn More
A rapidly changing world means teaching learners how to learn is important. In a Nationwide survey of business and nonprofit leaders, about 95 percent of those surveyed say it is important that those they hire demonstrate ethical judgment, integrity; intercultural skills; and the capacity for continued new learning.
Source: It Takes More than a Major: Employer Priorities for College Learning and Student Success. 2013. Washington, DC: Association of American Colleges and Universities and Hart Research Associates.
The amount of information and communication flow has increased, so teaching learners how to be critical consumers is important. Locating, evaluating, and using resources in the technological world are skills needed in today's workforce, which means teaching learners how to locate, evaluate, and present information is critical. The world is highly social, which means learners need to collaborate. New literacy does not replace previous literacy, which means learners need to be fluent, strategic, thoughtful readers and learners.
Source: The New Literacy's: Research on Reading Instruction With the Internet, by Donald J. Leu, Jr.
New research suggest good study habits may come as a surprise to many of us. For example, change the surrounding of where you study (do not study in the same place), study related skills and concepts(do not focus on a single thing), vary the type of material studied(do not study vocabulary all night, read or speak a new language), take practice test or quizzes(do not use test for assessment only also use them to study) and space study sessions out over time(do not study just for the test and then stop).
Source: New York Times article published September 6,2010, written by Benedict Carey.
Tests are a very good learning devise and testing, testing, testing seems to be a better study tool than just restudying the material (especially for recall vs recognition material). Repeated retrieval produces learning. The more you retrieve, the easier it is to retrieve - makes sense. Halamish, V & Bjork, R. (2011) When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier.
Source: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 37(4), 801-812.
Individualized, distributed practice and spaced reinforcement both over time promotes effective and efficient learning, learning transfer and adaptive reasoning skills to use that information in new situations. Karpicke, J. D., & Smith, M. A. Separate mnemonic effects of retrieval practice and elaborative encoding.
Source: Journal of Memory and Language (2012), doi:10.1016/j.jml.2012.02.004
Source: It Takes More than a Major: Employer Priorities for College Learning and Student Success. 2013. Washington, DC: Association of American Colleges and Universities and Hart Research Associates.
The amount of information and communication flow has increased, so teaching learners how to be critical consumers is important. Locating, evaluating, and using resources in the technological world are skills needed in today's workforce, which means teaching learners how to locate, evaluate, and present information is critical. The world is highly social, which means learners need to collaborate. New literacy does not replace previous literacy, which means learners need to be fluent, strategic, thoughtful readers and learners.
Source: The New Literacy's: Research on Reading Instruction With the Internet, by Donald J. Leu, Jr.
New research suggest good study habits may come as a surprise to many of us. For example, change the surrounding of where you study (do not study in the same place), study related skills and concepts(do not focus on a single thing), vary the type of material studied(do not study vocabulary all night, read or speak a new language), take practice test or quizzes(do not use test for assessment only also use them to study) and space study sessions out over time(do not study just for the test and then stop).
Source: New York Times article published September 6,2010, written by Benedict Carey.
Tests are a very good learning devise and testing, testing, testing seems to be a better study tool than just restudying the material (especially for recall vs recognition material). Repeated retrieval produces learning. The more you retrieve, the easier it is to retrieve - makes sense. Halamish, V & Bjork, R. (2011) When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier.
Source: Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 37(4), 801-812.
Individualized, distributed practice and spaced reinforcement both over time promotes effective and efficient learning, learning transfer and adaptive reasoning skills to use that information in new situations. Karpicke, J. D., & Smith, M. A. Separate mnemonic effects of retrieval practice and elaborative encoding.
Source: Journal of Memory and Language (2012), doi:10.1016/j.jml.2012.02.004
Live More
..."the social, emotional, and academic dimensions of learning are inextricably linked in the brain; healthy development across all these domains is essential for success in school and in life; schools have the ability to positively shape students’ social, emotional, and academic development, in partnership with families and communities; and integrating social and emotional learning with academic instruction contributes to greater achievement and equity in education outcomes. "
Source: https://www.aspeninstitute.org/publications/evidence-base-learn/
According to a report in the peer-reviewed journal Child Development, students who took part in social and emotional learning programs improved in grades and standardized-test scores by 11 percent compared to nonparticipating students. They also improved their attitudes and had better positive behaviors. Programs using explicit learning goals, active learning, and step-by-step instructions, allowed for sufficient time and were teacher-led and were most effective. The research is clear, early investments in SEL yield long-term dividends. Sources: http://www.edweek.org/ew/articles/2011/02/20sel.h30.html and (Payton et. al. 2008), (Durlak et. al. 2011)
We've all heard the expression "90% of success is just showing up and not knowing when to quit". Well, research now supports that old expression. It turns out that task persistence in young adolescents is extremely predictive of their income and occupational levels as adults. In males, it's actually more predictive than even intelligence. Researchers measured task persistence in 13-year-olds and found that high task persistence predicted higher grades throughout high school and higher educational attainment in adulthood. Anderson, H. & Bergman, L. (2010). "The role of task persistence in young adolescence for successful educational and occupational attainment in middle adulthood." Also, the Brookings Institute summarizes the research into character versus intelligence, and the finding suggest those with grit, drive, self-control and the ability to delay gratification are more successful in all areas of life.
Sources: Developmental Psychology, May 30, preview (no pagination specified).
http://www.brookings.edu/research/papers/2014/10/22-character-factor-opportunity-reeves
Source: https://www.aspeninstitute.org/publications/evidence-base-learn/
According to a report in the peer-reviewed journal Child Development, students who took part in social and emotional learning programs improved in grades and standardized-test scores by 11 percent compared to nonparticipating students. They also improved their attitudes and had better positive behaviors. Programs using explicit learning goals, active learning, and step-by-step instructions, allowed for sufficient time and were teacher-led and were most effective. The research is clear, early investments in SEL yield long-term dividends. Sources: http://www.edweek.org/ew/articles/2011/02/20sel.h30.html and (Payton et. al. 2008), (Durlak et. al. 2011)
We've all heard the expression "90% of success is just showing up and not knowing when to quit". Well, research now supports that old expression. It turns out that task persistence in young adolescents is extremely predictive of their income and occupational levels as adults. In males, it's actually more predictive than even intelligence. Researchers measured task persistence in 13-year-olds and found that high task persistence predicted higher grades throughout high school and higher educational attainment in adulthood. Anderson, H. & Bergman, L. (2010). "The role of task persistence in young adolescence for successful educational and occupational attainment in middle adulthood." Also, the Brookings Institute summarizes the research into character versus intelligence, and the finding suggest those with grit, drive, self-control and the ability to delay gratification are more successful in all areas of life.
Sources: Developmental Psychology, May 30, preview (no pagination specified).
http://www.brookings.edu/research/papers/2014/10/22-character-factor-opportunity-reeves