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Study, Are You Up For It? What Works and Why?

Study, Are You Up For It? What Works and Why?. Your Own Study. The Goal? Building Knowledge My Study: Is it efficient ? Does it result in A’s ? Can you remember material from last semester’s courses ? Did you get “SHALLOW” or “DEEP” knowledge?

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Study, Are You Up For It? What Works and Why?

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  1. Study, Are You Up For It?What Works and Why?

  2. Your Own Study The Goal? BuildingKnowledge My Study: Is it efficient ? Does it result in A’s ? Can you remember material from last semester’s courses ? Did you get “SHALLOW” or “DEEP” knowledge? GRADES do not indicate LEARNING !!! HAS ANYONE BOTHERED TO STUDY EFFECTIVE LEARNING? How to get to 100% Learning Curve, Forgetting Curve?

  3. A Study of Studying Has Been Done Experimental Setup: 4 Groups of Students (Purdue University and Washington University) study 40 Swahili/English word pairs with four rounds of study/testing. Group Study / Test Modality S TStudy all words, Test all words. SNTStudy only pairs missed on previous Test, Test all words. S TN Study all words, Test only missed words on previous test. SN TN Study only pairs missed on previous Test, Test only words missed on the previous Test Tests given after study session interrupted by a short “distracter task” verifying multiplication problems. Ref: Karpicke, J and H.L. Roediger III, 2008. The Critical Importance of Retrieval for Learning. SCIENCE 319:966-968 (Feb 15, 2008)

  4. The Learning Curve • Learning enhanced by repeated intervals of studying and testing. • No significant difference in Study Modality for learning curve. • Four study/test sessions were required to get to 100%

  5. Longer Term Memory Greatly Affected by Study Modality • Test Results a Week after Study/Testing. • Repeated Testing All Wordsincreases Longer Term Learning. • Studying missed words works as long as Testing All was used. • The difference between short term (shallow) memory and longer term (deep) memory are significant !

  6. Testing is Really Studying with the Book Closed • Many instructors know that they actually LEARN from testing. • Testing is accountability: do you know what you have studied? • This form of “accountability” can be accomplished at textbook websites with practice tests (as long as they are done with the book closed), end of chapter problem sets, or other serious self tests. • Accountable study sets the student up to be a better problem solver. It builds confidence!

  7. Building Knowledge in You is Like Building a Car Car manufacturers test and test and test some more before they submit cars to the ultimate test = being driven by the public. They build cars and want them to be perfect. You are building knowledge that you can use over and over. Do you want just enough to get by, or get the best possible grade and walk away from FIU with useful knowledge? Consider this: Do you want to be operated on by a physician that “got by” courses with shallow learning?

  8. Study Takes Time and Energy ENERGY: has anyone studied the brain using energy? Get Ready for Positron Emission Tomography (PET): measurement of energy (ATP) producing metabolism.

  9. Positron Emission Tomography Left panel – CT scan. Middle panel - PET scan dark colors higher glucose use. Middle panel - panel PET scan superimposed on CT scan with false colors (greenred) increasing glucose utilization Brain is normal and using glucose as fast as liver-spine cancer (malignant melanoma). Red then pink, highest rate of metabolism

  10. Brain Uses Energy Learning requires Brain Activity

  11. PET Brain Scans - Rate of Glucose Use Rested Sleep Deprived glucose Accountable Study can not be done the “Night Before” the exam

  12. Old Bloom’s Taxonomy of Learning

  13. New Version of Bloom’s Taxonomy of Learning.

  14. Cone of Learning: Making Bloom’s Taxonomy Work This is WHAT WE DO In the Flipped CLASS !! We DO BIOCHEM !

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