Reading of “Make It Stick” by Brown, Roediger and McDaniel: Part 1

So as part of my mission to finish reading the books that I’ve bought (I’ve bought more than 10, but have only finished a handful), I’ll be starting a series where I read a certain part of the book or chapter and then make a reflection of it.

Given my recent exploration of interleaving and spacing out study, I’m quite anxious to try out this method of study as well as to hopefully complete my reading collection.

For the record, I buy my books from Kobo.com and I find it really convenient to be reading it off my iPad 3, though I’m thinking of getting the mini or the air version since they’re much lighter. Ok back to the reflection… Note: Half or most of the words I typed are from the book. I seriously couldn’t find any other way to say it, and it was easier for me to understand what they were saying anyway. In no way I claim those words as my own.

Learning basically means to acquire knowledge and skills and to have them readily available from memory so that you can face future challenges. Learning requires memory so that whatever we’ve learnt will still be available when we need it. Learning is a lifelong process. Basically, if you are good at learning, you have an advantage in life. Learning is an acquired skill and the most effective strategies are often counter-intuitive.

Learning is deeper and more durable when it involves effort. Learning that is easy is like writing in sand. People are generally poor judges of when they are learning well and when they are not learning well. People think that when the process is difficult, slow and not productive, nothing is happening.

Many students, parents and even teachers think that rereading texts and forms of massed practice, where one tries to repeatedly cram a large body of information into one’s memory, are effective forms of study when in fact, they are the least productive.

Retrieval practice (RP), which primarily occurs when a learner recalls facts, concepts or events from memory, is a much more effective learning method. RPs that come in the form of a simple quiz, for example, after accessing information produces better learning. The authors argue then although the brain is not a muscle that gets stronger with exercise (or at least repetitive exercise), the neural pathways, that make up the body of learning and memory, get stronger. Basically, when the memory is accessed and retrieved, the learning is thus practiced and the information is able to be retained for a longer time frame.

Interestingly, if you space out the RPs, or interleave the practice of two or more subjects, the retrieval of the information becomes much more difficult and thus even feels less productive. However, the effort produces longer lasting learning and allows a more flexible application of the information. Solving a problem before being taught the solution also leads to better learning, even when errors are made whilst trying.

Apparently, the notion, which is unfortunately popular, that one learns better with instruction is not supported by empirical research. In other words, no one has done a study on it! And more dangerous are the illusions and perceptions that accompany learners and teachers which hijack judgement.

Another strategy that the authors recommend is elaboration. Elaboration is defined as the process of giving new materials meaning by expressing it in your own words and connecting it with what you already know. I suppose elaboration can be done during reflection. The more a learner can explain about the way his new learning relates to his prior knowledge, the stronger the grasp of the new learning will be and the more connections he can create that will help him remember it later.

Mastery requires both the possession of ready knowledge and the conceptual understanding of how to use it. 

There can be an improvement to how teachers teach and learners learn if we can remove the perception of tests or assessments as a way to measure learning, and instead as a retrieval practice from memory.

Next post will be for chapter 2.