Chapter 1 Flashcards
(18 cards)
What are the three stages of learning?
Encoding, Storage, and Retrieval
What is the stage of learning where we get information in and absorb knowledge like a sponge?
Encoding
What is the stage of learning when we reach back and bring something we previously learned into mind.
Retrieval
What is the stage of learning where we hope that once we encode information, our knowledge sticks around.
Storage
Many teachers think that most learning happens during the encoding stage (reading or first learning about a topic), but when is learning the most strengthened?
Retrieval Stage
When you realize you need help remembering something and you give yourself feedback by looking it up either on your phone or in the text you’re studying, what is this feedback called?
feedback drivin metacognition (you are reflecting or thinking about thinking by recognizing you need help remembering)
When the author forgets how to get to the coffee shop because he was distracted by Christmas decorations, what happened?
This distraction caused him to drop information from his working memory.
What practice boosts learning by pulling information out of students’ heads, rather than cramming information into students heads?
Retrieval Practice
What practice boosts learning by spreading lessons and Retrieval opportunities out over time so learning is not crammed all at once?
Spacing
What practice boosts learning by mixing up closely related topics, encouraging discrimination between similarities and differences?
Interleaving
What practice boosts learning by providing the opportunity for students to know what they know and know what they don’t know?
Feedback-Driven Metacognition
T or F: When students learn something easily, they will remember it well.
False
T or F: Forgetting should be prevented as much as possible.
False
T or F: It’s better for learning if we give feedback before students make errors.
False
When studying, what is wrong with rereading and highlighting information?
It only leads to short-term learning. There is no retrieval practice.
What do we assume when information comes to mind easily and it feels fluent?
We assume we will remember it. (The opposite is true, when information feels fluent, we forget it.)
Why do retrieval practice, spacing, interleaving, and feedback-driven metacognition boost learning?
They challenge learning. It’s called desirable difficulty. Fast, easy strategies lead to short-term learning, whereas slower effortful strategies lead to long-term learning.
