Thursday, March 23, 2017

'How We Learn' Quiz

True or False?
(And there is one trick question…of course.)
  1. I t is most effective for students to have one consistent time and place for study.
  2. Studying a new concept right after you learn it doesn’t deepen memory much.
  3. Cramming works.
  4. Changing the venue for studying can improve ‘retrieval strength’—the ability to remember the content studied—by as much as 40%.
  5. Guessing wrongly when studying tends to interfere with later recall.
  6. Attempting to communicate what you’ve learned is 20-30% more powerful than reviewing an outline.
  7. Giving the mind a break when stuck is counter-productive—it’s best to just ‘power-through’ problems.
  8. People often remember more of what they’ve left incomplete.
  9. Varied practice of many related items is more effective than concentrating on one skill.
  10.  Interrupted and scrambles practice sessions lead to less learning over time than focused and uninterrupted study. 
   Click here to see the answers.

    'How We Learn: The Surprising Truth About When, Where, and Why It Happens', by Benedict Carey

    See here for a summary of the chapters and recommendations from 'How We Learn'. This is a resource we used at Veritas during a recent professional development day. 

Wednesday, March 1, 2017

You're Only As Good As Your Training

Over the years, we've developed resources for use in faculty meetings at Veritas to help us improve our professional judgment. These involve discussions of scenarios of various lengths and complexity, and also the use of a 'critical incident' discussion protocol.

I've posted links to these resources on the 'Administrators' tab, and here:

Using Critical Incidents to Improve Professional Judgment

Scenario-Based Teacher Training