-Analogy of baseball players that practiced hitting curveballs, then straight balls compared to baseball players that had interleaved practice. baseball player with interleaved practice may have performed poorly in practice but they performed much better in games-we should interleave our practice to mix up our brains in order to help our brain improve its problem recognition, adaptability and flexibility

Interleaving

"Play like you practice and practice like you play"

Interleaving and adaptability

-Analogy of teacher who made students reflect and type out what they learnt after every lesson-The students proceeded to do well in knowledge retention because they had to take their knowledge, process it and recreate/generate that knowledge-"reflection gives experience meaning"

"write to learn"

It is important to embrace difficulties in the process of learning as it is these difficulties that cause the information to eventually become long-term memory. Eg. Simply rereading a textbook vs quizzing oneself difficult questions from the textbook. This idea of generation and attempting(whether successfully or unsuccessfully) to find a solution helps to inform the brain of the gaps in knowledge and when the model solution is revealed, it sticks much better in the mind.

Effortful Learning

Some insights on how to learn better: some ways that are conventional are less effective than you think they are! we are also poor judges of assessing our own learning

Discusses the best methods of learning, describing how rereading and rote repetition are counterproductive and how such techniques as self-testing, spaced retrieval, and finding additional layers of information in new material can enhance learning.

education

Learning & Education

travel

Travel

books

Books

To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.

Peter C. Brown is a writer and former management consultant.

Peter C. Brown

Henry L. Roediger III is James S. McDonnell Distinguished University Professor of Psychology at Washington University in St. Louis.

Henry L. Roediger III

Mark A. McDaniel is Professor of Psychology and Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis.

PETER C. BROWN

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