TouchPaper Problem #7: What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals?
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TouchPaper Problem #7 - Memorising information (for up to 6 months)

TouchPaper Problem #7 - Memorising information (for up to 6 months) | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
This is the seventh blogpost expanding on the TouchPaper Problems first discussed at #Researched2013 and due to be tackled at the first TouchPaper Problem Party. Question #7 - What is the optimal n...
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What can science tell us about how pupils learn best?

What can science tell us about how pupils learn best? | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
 “The mind is at last yielding its secrets to persistent scientific investigation. We have learned more in the last 25 years about how the mind works than we did in the preceding 2500”. Daniel Will...
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Does memorisation get in the way of learning? – Part 3

Does memorisation get in the way of learning? – Part 3 | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
Yesterday I said that these were the main points in Ben Orlin’s article expressing concern that ‘memorisation might get in the way of learning’: Some things are worth memorising, but others are not...
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Bjork: Introducing Desirable Difficulties for Educational Application in Science

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Why is it that students always seem to understand, but then never remember?

Why is it that students always seem to understand, but then never remember? | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
Preamble I’ve had a week to think about what direction I’d like to take with this blog, and what questions or issues it should take on.  Do I focus just on mathematics?  Do I look at systemic issue...
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My Learning Journey: Can I be that little better at……using cognitive science/psychology/neurology to plan learning?

My Learning Journey: Can I be that little better at……using cognitive science/psychology/neurology to plan learning? | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
Helene Galdin's insight:

David Fawcett writes:

 

Three is the magic number:

 

In his research that focused on how students actually learned in classrooms, Nuthall found that students who were exposed to a new concept on three different occasions and in a variety of experiences, stored the information in their memories for longer.  He states that: 

 

“We discovered that a student needed to encounter, on at least three different occasions, the complete set of the information that she or he needed to understand a concept.  If the information was incomplete, or not experienced on three different occasions, the student did not learn the concept.” 

 

Now using this principle, Nuthall was able to successfully predict what students would learn/remember with an accuracy of 80-85%.  An important warning though is that simple repetition will not be sufficient.  The three different experiences must come in a variety of mediums and ways.  Variety is therefore the key.  He also stresses that one great explanation is not enough.  So why three times?  Well he explains that new concepts aren’t transferred from the working memory into the long term memory until enough information has been accumulated to warrant it to make the move.  Students need to have sufficient understanding, knowledge of meaning and be able to link it to prior knowledge.  So in planning out a topic, will students really encounter a concept a minimum of three times each in their own varied way?  If not, this may also be a reason for things not sticking.  

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Short-term and long-term collaboration benefits on individual recall in younger and older adults

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Karpicke: Retrieval-Based Learning - Active Retrieval Promotes Meaningful Learning

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Effective Revision Strategies - HuntingEnglish

Effective Revision Strategies - HuntingEnglish | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
There is a lot of cognitive science research that proves what revision strategies work best for embedding information into the long term memory –...
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Ask the Cognitive Scientist: The Privileged Status of Story

American Federation of Teachers public Web site
Helene Galdin's insight:

Our Minds Seek Causal Connections

 

Willingham

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Classroom practice - Master the mysterious art of explanation - news - TES

How can you tell if students have grasped a concept? Ask them to show knowledge of ‘deep structures’ and all will become clear
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The Art and Science of Teaching

The Art and Science of Teaching | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art.
Helene Galdin's insight:

page 32

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Deliberately difficult - why it's better to make learning harder - David Didau: The Learning Spy

Deliberately difficult - why it's better to make learning harder - David Didau: The Learning Spy | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
The most fundamental goals of education are long-term goals. As teachers and educators, we want targeted knowledge and skills to be acquired in a way that makes them durable and flexible.
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Robert Bjork: A new theory of disuse and an old theory of stimulus fluctuation

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Bjork Learning and Forgetting Lab: Applying Cognitive Psychology to Enhance Educational Practice

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The problem with progress Part 2: Designing a curriculum for learning - David Didau: The Learning Spy

The problem with progress Part 2: Designing a curriculum for learning - David Didau: The Learning Spy | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
Can progress be both rapid and sustained? We start out with the aim of making the important measurable and end up making only the measurable important. Dylan Wiliam ‘Rapid and sustained progress’ is Ofsted’s key indictor for success.
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Golden Retrievers

Golden Retrievers | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
I write songs. I bet you weren't expecting that. I have written songs since the age of about fourteen. Now, the thing about writing songs is that it's an entirely creative process. I decide on the ...
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How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning—and Thinking

How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning—and Thinking | TouchPaper Problem #7:  What is the optimal number of times for a student to (a) read, (b) hear, or (c) say information aloud if they are to retain for 1, 3, & 6 month intervals? | Scoop.it
American Federation of Teachers public Web site .
Helene Galdin's insight:

by Willingham

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