Smart Practice: Using Repetition to Improve Memory

Tags

Best Practices, Self-directed Learning, Study Skills

We forget 90% of what is taught in class within 30 days.

Over a hundred years ago the German psychologist Hermann Ebbinghaus (1885) came to this conclusion after painstakingly exposing his human subjects to list of words.   He also discovered that most of this forgetting occurs just hours after being exposed to the new material.   It is called the curve of forgetting.

When we encounter new information, neurons in our brain activate, but the stimulation lasts only up to 90 minutes unless it is reactivated (Squire, Kandel, 1999).  We begin to commit the new learning to memory when we first practice it, but for learning to endure in our memory, we must return to it at intervals and in different ways over weeks, months, and even years.

Quick Learning

A popular model in education is “teaching to mastery”.  We often interpret this to mean that students need to practice a language point intensely until it is burned into memory. Indeed, while students are practicing, they demonstrate an easy fluency with the material.  That is because it is active in their working memory.  Teachers and students alike prefer this intensive kind practice because it produces rapid, if ephemeral, gains. Quickly students gain confidence in their control of the material.  It feels familiar and known.  If tested immediately after intensive repetition and in a way that simulates the rehearsal, students score well.

Quick Forgetting

It turns out, however, that intensive repetitive practice leads to quick learning AND quick forgetting.  (Dunloskey, 2013).  If students are tested on that same material just a day later, their scores drop precipitously. The challenge is to have students put the material aside and then return to it. Inevitably they will have forgetten some of the material, and that is ok.  The effort they make to retrieve and reconstruct the information each time they practice it anew will strengthen their memory.

Interval Learning = Long-Term Learning

Practicing material at intervals over time is more effective than practicing material intensively in a short period of time. (Cepada 2003.) Students who practice at intervals retain their knowledge and skills for a longer period than those who practice it intensely all at once, even when controlled for total time spent practicing the material (Dunloskey 2013). This means one hour of intensive practice is less valuable than four intervals of 15 minutes each.

Intervals can be as short as five minutes, or twenty-five minutes.  This way you can get students retrieving something they practiced a couple of activities prior in the class.  But then ideally the intervals should occur at longer and longer lag times over the ensuing days, weeks, and months.  Between each interval, students begin forgetting the information.  Then, when students make an effort to retrieve that information, they strengthen their memory of their learning.

Lesson Planning         

Repetition and spirals.

Built-in Reviews:  Class Warm-Up

At the beginning of class, ask students what they learned in the last class.

Have students briefly identify the material studied in textbook and notes to update any previously absent students.

Built-in Reviews:  Class Recap

At the end of class, ask students to tell you what they learned in class.  This may be the first time they are returning to a topic.

Student Organization:  Study Calendars

• Hand out weekly calendars or have students use their cell-phone calendars.
• On the first class of the week, ask students to schedule at least four times they will study English outside of class.

Student Organization: Data Speaks

• At the start of each week, ask students to look at their calendar and to count the number of times they studied English outside of class the previous week.
• Then test student retention of the material presented and practiced in the previous week.   To test, you can use a section of your textbook’s unit test, or a simple dictation of questions or prompts to which students write responses.
• At the top of the test, have students write the number of times they studied the previous week. Quickly, students will recognize the relationship between studying at intervals and their retention of knowledge and skills.

Frequent Assessments

Simple and challenging assessments are essential to developing memory of learning.  Make sure you do these regularly and recycle previously learned material.

Dictation:  Site the Setting

• Dictate two lines from a conversation students learned in previous lessons.
• Have students identify who the speakers are and where they are talking.  For example:

A:  May I help you?

B:  Yes, I’d like a coffee and a sandwich.

Who:  An employee and a customer.

Where:  A restaurant.

Dictation:  Quick Quiz

Dictate questions that ask students to recall previous learning.  For example:

What are three kinds of over the counter medicine?  

How many colors do you see in the classroom?  

What are the four seasons of the year?

What occupations are in restaurant work?

Dictation:  Word Works

• Keeping a running list of words students are studying.
• Dictate recently learned words to test spelling.  Every time add a few words from previous units.

Correct the Errors

• Write common errors into sentences on cards- one per card.
• Distribute the cards. In pairs student find the error and write the sentence correctly on a piece of paper.
• Check their work.  If correct provide the pair with a new error on a card.

A Thousand Words

• Project an image that contains items students have learned in previous classes.
• Give pairs of student 3 minutes to generate as many words as they can.
• Review the lists together.

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Getting Organized: Student Binders and Homework Papers

Tags

Low-level ESOL, Study Skills

Class time is so precious; I hate to waste it on students’ looking for papers, so I try to limit the papers and keep them organized.  Here are some ways to keep the chaos contained. 

Use Binders

• Binders are great because students can add and subtract papers, and reorganize as needed.
• Go for the slim binders.  They’re less expensive, and, the tight space forces students to clean through their papers more frequently.
• Create a few sections, not more than three.  You don’t want to make it too complicated.  It’s supposed to save time and focus effort, not become the focus of effort!
• Bring out the recycling bin:  Regularly encourage students to go through their binders and get rid of papers that are they are not going to look at again.  My criteria questions are:  Is this paper important?  Why?  Will I study it again?
• Binders are a tool for test prep.  Before every test, have students go through their binders and decide what they need to study.  They can tag the important papers with stickies.  (And any extraneous paper can go in the recycling bin.)

A Sample Binder from My Class:

Up front:  Before the first section

a.  Name and number.

Student copy and complete the information in the front of their books.

This book belongs to _________.

If found please call _______________.

b.  Class calendar We circle the days of class and write in any important holidays, projects, or field trips.

c.  School numbers.  

Person to call when absent.

Person to call for homework assignments (for example: a learning buddy).

School computer password.

School cancellation number.

Section 1:  Class Notes

This is the current content unit we are studying at the moment. Students can place all current class notes, handouts, homework and writing work in this section, from front to back.

Section 2:  Word Study

Here students maintain their vocabulary lists and spelling lists.

Section 3:  Study Again

This section has all the highlights from previous units.  Because we know recycling is essential and that students need to touch on old learning to keep it active, I encourage students to study these pages intermittently.  To ensure students do the studying, I integrate material from prior units in tests and quizzes.

What about homework assignments?  

Students put a bright little sticky on each homework assignment whether it is in the textbook or on a handout in their binder.  They place the sticky so it sticks out like a tab.  This makes it super easy for everyone to locate homework papers at home and in class. At the end of each class, as when getting the next class assignment, students remove the stickies from their finished homework and re-paste the stickies.to their new assignment pages.

For more Organizing Tips check out:

Getting organized for the new school year

Brain-based Research: Building on Student Knowledge

Tags

Meta-cognitive Strategies, Study Skills

“Students must connect new knowledge to previous knowledge in order to learn.” 

~ Ambrose  (How Learning Works. 2010)

 

Why are login passwords so hard to remember?  Because eight-character strings of digits, symbols, and letters do not carry inherent meaning. Our minds cannot hold on to meaningless or arbitrary information. We remember what we can understand. The better we connect our previous experiences and knowledge of the world, the easier it is to learn new information. 

 

Learning Grows More Learning

Research has shown that the more knowledge a student has, the easier it is to learn (Brown, 2014). Why?  Because learning is the process of connecting new information to previous knowledge.  Our previous knowledge is organized into mental models- summaries of knowledge about various topics. If new learning does not relate to anything we already know, we struggle to interpret it and give it meaning. We struggle to connect with it.  

This has enormous implications for educators.  Students with less background knowledge of a topic have a harder time making sense of new information.  They have no mental model to structure their thinking. In various studies in the early 1990s, researchers determined that readers without background knowledge read much more literally because they assume that all information comes from the text (Cromley 2000).  Essential critical thinking skills –such as inferring and concluding – are not available to a reader who cannot “read between the lines.” If we educators are going to help students grow their knowledge, we need to first prepare them by making explicit connections to their life experience and knowledge, before we delve into the new material.  

 

Activating the Neural Network 

There are many ways to prime students’ mind to new learning.  In 2009, a study determined that taking a pre-test before learning information increases learning by a dramatic 33%, even when students’ initial answers are wrong.  The theory is that by getting students to consider a question before providing the answer activates their learning schema (neural network).  When students finally do learn the information, they experience that “aha” moment of understanding. (Richland, Kornell and Kao).  

 

Transferring Knowledge 

In order to strengthen students’ learning, educators need to underscore the connection of classroom learning to life experience. In one study, researchers divided students into two groups.  One group wrote a summary of the days’ learning; the second group identified just one way the day’s learning related to their lives.  The students in the second group outperformed the students in the first. (Zadina 2014).  Relevance matters.  

 

Classroom Applications      

As language teachers we have the great advantage of teaching content that is immediately relevant to our students’ lives, but sometimes we need to underscore the connections between classroom learning and life experience. 

 

KWL: Know–Want to Know—Learned

• As you introduce a new topic, ask students what they already know about this topic.  Have students write all the words they associate with the topic.  
• Then ask students what more they want to know about the topic.  As you move through your lessons, make sure students are returning to those initial questions and trying to answer them with their new information.
• At the end of the lesson, ask students to summarize what they learned.

 

Test: Before and After

• At the beginning of class, ask students a few questions they will be able to answer by the end of class. 
• Have students write the questions and their first answers in their notebook. Then have students fold the page so they don’t return to the question immediately.
• At the end of class, tell students to go back to the questions and answer them again. They can then discuss their answers in pairs.

 

Connect Inside and Out:  Why, When, and Where

Make sure students understand how the learning inside the classroom connects to their lives outside of the classroom..  You can make this connection explicit by brainstorming with students what situations they will use the learning in their daily lives.  Ask:

• Why are we learning this?  
• When and where will you use this outside of class?  

Taking Notes in Class

Tags

Learning Styles, Meta-cognitive Strategies, Spelling, Study Skills

 Find the answer and supporting research in this article from the Boston Globe!

http://www.bostonglobe.com/ideas/2014/05/24/taking-notes-bring-pen-skip-computer/e3kGp47M7znyaNKOamUwrO/story.html

Goal Setting: Making It Real

Tags

Goal Setting, Meta-cognitive Strategies, Study Skills

Semester Start Up: Time to Study!

Tags

Goal Setting, Low-level ESOL, Self-directed Learning, Study Skills

 

Many of our adult learners haven’t developed effective study habits, and yet, we know a student’s ability to study largely determines his or her educational success. So how do we get our students to develop effective study habits?

 

The Class Conversation

Start by asking students about their study habits.   You may be surprised by their answers.  I often find out that students don’t study at all outside of class.

 

·         What do you study?

·         Where do you study?

·         When do you study? How long do you study? How often do you study?

 

 

Incorporate Effective Study Techniques in Your Class

Over the course of the first few weeks, address these study essentials in class.

  

Know Your Resources

Class is the best place for our students to learn how to use their study resources.  Take some time to engage students in the following activities:

·         Using flashcards

·         Maintaining a vocabulary list

·         Locating and using the audio scripts and answer keys

·         Cueing and playing audio segments

·         Reviewing class notes

 

I do. We do. You do.

Often students don’t understand their homework assignments. Spend a few minutes on the assignment. Model it and then do one or two items together before they leave class to do it on their own.

 

Get Organized

Make sure every student has a study kit – otherwise known as a book bag.  Reusable grocery bags (99 cents) are great for carrying a textbook, note-book, translator, flashcards, pencils, and erasers: everything a student needs to seize the moment and study.

 

Timing is Everything

Acknowledge the extraordinary demands of your students’ lives.  They may never secure an uninterrupted hour to sit and study.  Remind them:

·         Frequency is more important than duration.

·         Study every day.

·         20 minutes a day is better than two hours once a week.

 

Location!  Location!

Not everyone needs quiet to study, but everyone needs good lighting, a study kit, and a little protection from interruption.  Ask students to identify places they can be free from interruption for 20 minutes.  Maybe it is in the classroom before class, or in a break room after the shift ends, or on a bus on the way to work; or in a parked car. 

 

Love Your Brain

There are three essentials to a functioning mind: water, glucose, and blood flow. 

·         The 3-Minute Stretch:  In the middle of class, take 3 minutes for everyone to stretch and move a bit. When students settle back into their chairs they usually notice how much more alert they feel.

·         Drink water and encourage students to bring water to class. 

·         Provide snacks now and then.  Point out which what kinds of snacks help the brain (complex carbs and nuts).

Activating that Meta-Muscle: Activities for Noticing Errors

Tags

Best Practices, Self-directed Learning, Study Skills

 

I recently received this query: 

 

“I know self-monitoring by students is important for [confronting fossilized errors], but–aside from “Correct the Errors” activities, I can’t find any tips on how to promote self-monitoring. “  – J. Weiss

 

Indeed, recent research in Adult ESOL Literacy confirms what many of us have suspected.  Literacy seems to enhance students’ meta-cognitive ability and, conversely, lack of literacy seems to reduce self-monitoring cognition.  This means that people with little education are less likely to attend to the form and accuracy of their expression, despite our exhortations to produce the language correctly. Our feedback on language form is not on their cognitive map. 

 

So how do we teachers of Adult ESOL low-literacy learners get students to strengthen their language skills?  I suggest two approaches:

·         Strengthen that meta-cognition muscle by explicitly instructing students in self-monitoring routines.

·         Give meaningful feedback.   

 

Current Posts on Self-monitoring Activities:  (more will come)

           

Brain Research and Effective Learning — Activities for Improving Memory.

https://teachertwoteacher.wordpress.com/2012/03/24/learning-and-the-brain-how-basic-research-can-improve-your-teaching-and-their-learning/

 

Pause and Reflect:  A Simple Way in Increase Student Learning

https://teachertwoteacher.wordpress.com/2012/02/11/pause-and-reflect-a-simple-way-to-increase-student-learning/

 

Goal Setting:  Purposeful Learning

https://teachertwoteacher.wordpress.com/2010/02/13/goal-setting-puposeful-learning/

 

 

Giving Meaningful Feedback

·         Explicitly teach words that are necessary for correction.  (For example: consonant-vowel, subject-verb-complement, punctuation-period-question mark, syllables-letters-words etc.) 

      Use these words to characterize student errors.  For example:  Where is the vowel in this word?  What is the subject? Do you need a period or a question mark?

·         Provide writing surfaces on which it is easy to erase (black boards or erasable boards), so students can correct their work multiple times and still have a nice looking product.

·         Have students point to words as they read their writing aloud to a partner so they notice any omissions or repetitions in their writing.

 

·         Get students to attend to the error by comparing their error to your model.  For example:

Student:  I no work on Sunday.

Teacher:  You say:  I no work on Sunday.   (Using fingers to identify each word)  I say:  I don’t work on Sunday.  (Using fingers to identify each word)  Which word is different?

 

Student:  (writes the word) Wenesday

Teacher:  (Writes the word Wednesday)  What’s different? How many letters are there?  Which letter is silent?

 

·         Use physical and visual feedback for pronunciation errors.

See examples on my blog post:  Let’s Get Physical:  Teaching Pronunciation:

https://teachertwoteacher.wordpress.com/2012/03/06/lets-get-physical-teaching-pronunciation/

 

·         Accept that some errors will not change, because everyone understands what the student means despite its inaccurate form. 

Building Better Learners: The Teacher’s Worksheet

Tags

Best Practices, Goal Setting, Low-level ESOL, Self-directed Learning, Study Skills

These are questions to consider as you plan your class for the next academic year. Any of these questions would serve as an interesting staff development conversation.

Setting Goals

·          What are my students’ goals in coming to English class?

·          How do I find out about their goals?

·          How do I model goal setting in class?

 

Charting Progress

·          How do my students know they are making progress?  What feedback do I give them?  (notes, tests, stars?)

·          What opportunities do I give students to assess their own learning? (checklists, logs, brief reflections on what been studied, self-testing, self-recording?)

 

Developing Organization Skills

·          How do I help my students develop better organizational skills?  Do I check their notebooks?  Do I talk about where papers should be stored?  Do we decide which papers are most important and where to place them?

·          Do I have class systems for when students papers? (folders, bins, labels)

·          Do I have a class system for returning papers to students?   

 

Developing Strong Study Habits

·          · Do I model in class how to do homework assignments?

·           What systems do my students use to record homework assignments?

·           What materials do my students use to study outside of class?

·          What do I know about my students’ study time outside of class?  How often do they study? Where? With whom? 

 

Developing Study Skills

·          Which learning and memorizing strategies do I teach in class? 

·          How often does the class review material?   What review routines do I model in class?  (recalling material, using flashcards, writing questions?)

·          Do my students understand they best learn? Do they undertsnad the different ways people can learn? ( visual, kinesthetic, auditory, and/or aural learning)

 

Self-correction Routines

·          Do I model in class how to use an answer key responsibly?

·          In class do students practice reading their written work aloud in order to hear for small errors or missing words?

·          Do students know how to record and playback their voices on their phones?  Do they use this device to practice pronunciation?

 

Independent Study Resources

·          Do my students know about public libraries? Do they all have library cards?

·          Do my students have access to the Internet (computers or smart phones)? Do they have email accounts? Do they study English materials online?

·          Do I talk to students about parts of their textbook they can study on their own?

·   Do I talk to students about independent learning resources at our school (a lending library? a computer lab?) Do students understand which materials are best for independent study?

What to Do with a Word List

Tags

Best Practices, Differentiating Instruction, Self-directed Learning, Study Skills

At TESOL International in Philadelphia, I gave a brief presentation on how to get students to learn words on word lists.

Here is a summary:

  

Students make FLASHCARDS.

vOn one side of the card students print the word.

vOn the other side of the card, they provide

o   a definition -drawing, translation, dictionary definition, or personal example.

o   a pronunciation note –with transliteration, IPA, or their own symbols.

 

 Students USE the flashcards in class activities.

vStudents sort the words by:

o   part of speech

o   number of syllables

o   intonation patterns

o   alphabetical order

o   any category of meaning

vStudents take turns picking up a card and asking:

o   How do you say this word?

o   What does it mean?

o   How do you spell it?

vStudents pick up a word card and then generate meaning with the word by:

o   writing the word in a sentence

o   drawing a scene in which the word is used (emergency: a hospital)

o   saying the word in a role-play

 

Students review the word cards ON THEIR OWN to:  

o   practice spelling.

o   practice pronunciation.

o   remember definitions.