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Principles of effective learning

We now turn to a few empirical principles, derived from decades of research, that are known to improve learning. These principles willnot all apply to every learning situation; however, each of them has been sufficiently demonstrated through carefully controlled scientificstudies to merit mentioning them here.

The overarching goal here is to select processing strategies that will increase the likelihood of a learner recalling new information at alater point in time.

Activate prior knowledge

One of the most important cognitive principles for a teacher to keep in mind is the importance of relating information from long-termmemory to information newly entering the system. Recall our discussion of elaborative rehearsal earlier, in which I indicated thatmaking a connection to prior knowledge is a superior learning method to simply repeating information over and over without altering it.

Any good lesson-plan format begins the class with some form of prior-knowledge activation. It might be a reminder or a brief reviewof what was studied in the previous day's lesson, or it could be a question similar to, “Have you ever had a problem you couldn'tsolve?” The purpose of this phase of the lesson is to activate prior knowledge–i.e., bring long-term memories back into working memory–sothat new knowledge can be mingled with old with the result of more solid understanding of the new (and perhaps even the old) information.

Demonstration activity

Remember that having prior knowledge is not good enough; that knowledge needs to be activated in order to make use of it. Go to (External Link) and notice that you will identify previously seen words more quickly than “new” words(which you have prior knowledge of, but have not recently been activated).

Organization

This is one principle that applies to a rather restricted set of instructional situations, but it is so powerful that it deservesmention here. In contexts where there is a list of items to commit to memory, the task of memorizing the list will be much easier if theitems are grouped together (i.e., organized) in a meaningful way. This also works as a basic memory strategy in everyday life—thinkabout your latest visit to the grocery store and imagine remembering a rather random assortment of items versus grouping the dairy itemstogether, the produce items together, etc.

Deep processing

It is easy to become convinced that if a student spends, say, twenty hours reviewing for an exam, that student should be expected to excelon the exam. However, cognitive studies show that it is not specifically the time one spends studying that matters most; what one does during that time matters even more.

Consider, for example, the all-too-common exam-preparation strategy of using flash cards. Students often take terms from the textbook orclass discussions, write them down on flash cards, and then rehearse what is written down until the flash cards are memorized. Such astudent will walk into the exam confident that the material has been thoroughly mastered. The problem with this approach to studying isthat the student has only done “surface-level processing” of the material, rather than “deep” processing. It is surface-levelbecause the student has memorized terms and definitions rather than truly understanding the meaning and applications of those concepts.

Deep processing happens when one uses elaborative rehearsal to connect a concept to other concepts that are already known or are being learned. For example, one could write a summary of a concept inone's own words to check for comprehension. Another approach to facilitate deep processing is to think of examples of the newlylearned concept from one's own life. One could even make up fictitious examples of the concept if no examples come to mind fromone's past experience.

The point is, learning that comes from surface-level processing is not durable. One does not remember the content of flash cards for verylong after the exam. But spending the same amount of time (or even less time) meaningfully engaged with the to-be-learned ideas canresult in learning that could last for a lifetime.

Distributed practice

There is one final principle for effective learning that must be mentioned here. To be the most effective learner, one should“space” or “distribute” one's studying over a period of time. Attempting to cram a lot of learning into one or two concentratedstudy sessions rarely works. Research cannot prescribe the specific number or length of study sessions required to maximizelearning—there are too many variables to account for (e.g., one's prior knowledge of thetopic, one's knowledge of related topics, the quality of one's study strategies, etc.). But the benefits ofdistributing one's study sessions over a period of time are well documented in the research literature.

Questions & Answers

where we get a research paper on Nano chemistry....?
Maira Reply
what are the products of Nano chemistry?
Maira Reply
There are lots of products of nano chemistry... Like nano coatings.....carbon fiber.. And lots of others..
learn
Even nanotechnology is pretty much all about chemistry... Its the chemistry on quantum or atomic level
learn
Google
da
no nanotechnology is also a part of physics and maths it requires angle formulas and some pressure regarding concepts
Bhagvanji
Preparation and Applications of Nanomaterial for Drug Delivery
Hafiz Reply
revolt
da
Application of nanotechnology in medicine
what is variations in raman spectra for nanomaterials
Jyoti Reply
I only see partial conversation and what's the question here!
Crow Reply
what about nanotechnology for water purification
RAW Reply
please someone correct me if I'm wrong but I think one can use nanoparticles, specially silver nanoparticles for water treatment.
Damian
yes that's correct
Professor
I think
Professor
Nasa has use it in the 60's, copper as water purification in the moon travel.
Alexandre
nanocopper obvius
Alexandre
what is the stm
Brian Reply
is there industrial application of fullrenes. What is the method to prepare fullrene on large scale.?
Rafiq
industrial application...? mmm I think on the medical side as drug carrier, but you should go deeper on your research, I may be wrong
Damian
How we are making nano material?
LITNING Reply
what is a peer
LITNING Reply
What is meant by 'nano scale'?
LITNING Reply
What is STMs full form?
LITNING
scanning tunneling microscope
Sahil
how nano science is used for hydrophobicity
Santosh
Do u think that Graphene and Fullrene fiber can be used to make Air Plane body structure the lightest and strongest. Rafiq
Rafiq
what is differents between GO and RGO?
Mahi
what is simplest way to understand the applications of nano robots used to detect the cancer affected cell of human body.? How this robot is carried to required site of body cell.? what will be the carrier material and how can be detected that correct delivery of drug is done Rafiq
Rafiq
if virus is killing to make ARTIFICIAL DNA OF GRAPHENE FOR KILLED THE VIRUS .THIS IS OUR ASSUMPTION
Anam
analytical skills graphene is prepared to kill any type viruses .
Anam
Any one who tell me about Preparation and application of Nanomaterial for drug Delivery
Hafiz
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
Bob
The nanotechnology is as new science, to scale nanometric
brayan
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Damian
Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
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Source:  OpenStax, Oneonta epsy 275. OpenStax CNX. Jun 11, 2013 Download for free at http://legacy.cnx.org/content/col11446/1.6
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