Diagnosing Study Problems Strengthening Student Success

1. Diagnosing Study ProblemsStrengthening Student Success Richard Baiardo, MS Evergreen Valley College

2. I’m WinstonWolf. I solve problems....

3. First Interview Surface Learning Problem Explain How Learning & Memory Work Introduce Remediation Steps

4. Understand Study Approach Three Key Questions

5. First Question • “Was all the exam information contained in your notes?” • Purpose: determine if complete notes? (Student is required to bring lecture notes to the appointment.)

6. Second Question • If No – • “Do you have difficulty deciding when something important has been said?” • Listening or note-taking problem

7. Third Question • If Yes • “Describe everything that happens with notes from time you walk out of class?” • Study technique problem

8. Subjects Requiring Different Approaches and Techniques • Some academic disciplines present special study technique problems such as: • Mathematics • Accounting • Chemistry

9. Chemistry • Subject with symbols, formulas, definitions, and laws • Ideas presented in: • mathematical terms in a sequentialand hierarchical way • First task: memorizing symbols • Symbols for elements*  formulas (compounds)  chemical reactions (equations)  stoichiometry *Fe (iron), Cl (chlorine) = FeCl3 (i.e., FeCl3 + 3NaOH Fe(OH)3 + 3NaCl) • Foundation topics must be learned early.

10. How Learning & Memory Work Central Problem Every Student Must Solve

11. Pavlov of Memory Hermann Ebbinghaus(1850 - 1909) • Owe fundamental understanding of human memory to one man. • 1885 published On Memory • Described memory experiments on himself. • First scientific study of memory.

12. Research Method • Constructed lists – 20 “nonsense syllables.” VUZ HUQ PIW RUJ MAF LEV ZAD CVC DAR FOT BEL MUK LIM KIR

13. Research Method • Practiced list by repetition until correcttwotimes in row. • Countednumber of times took to master list. • Varied lengths of time before tryingto remember. • Forgot, practiced until remembered list perfectlyagain.

14. Ebbinghaus’ Data Delay Savings immediate    100%                         20 minutes   60%                         1 hr           45%                        9 hr         35%                         1 day        30%                         2 days      25%                         6 days      22%                         30days 20%

15. Forgetting • Mostrapidly soon after end of practice. • Rate slowedas time went on. • Retention pattern = first forgetting curve.

16. Retention Curve

17. Time Spent Reviewing • More timespracticed list on day 1, fewerrepetitionsrequired to relearn on day 2. • Amountremembereddependedon: • Time spentonrepetition. • When startedrehearsal.

18. Ebbinghaus’Findings Three Principles

19. Principle I • Memory decays as a function of time. • Rate of forgetting: • Fastest after initial learning • Slower for more meaningful material

20. Principle II • Amountremembereddependsonmultiple timesspentlearning.

21. Principle III • Effect of “overlearning”: • Information practiced beyondmasterymore resistant to disruption or loss.

22. What Does Not Work! Pseudo Learning Strategies

23. Strategies With Limited Value • Listening in class. • Taking notes. • Only taking notes using the lecture outline. • “Rote” rehearsal(memorizing facts and conclusions). • Examples: rereading and repeating. • Shallow processing.

24. Shallow Processing • Recopying or retyping your notes. • Waiting until after lecture to readtextbook assignment. • Waiting until last minute to review.

25. Why Do They Not Work? • ISSUE IS NOT TIME SPENT ON TASK • NOR EFFORT SPENT TO REMEMER

26. Graph of Forgetting Curve

27. Brain Basics Brain Learning Memory

28. Human Brain • About 3 pounds • 78% water, 10% fat, 8% protein • Less than 2.5% of body’s weight • Uses 20% of body’s energy at rest

29. Brain Numbers • 100 billion neurons • Each neuron has 10,000connections • 1,000 trillion synaptic connection points • 280 quintillion memories

30. “The nerve cell, or neuron resembles a miniature tree…”(p. 21) Diamond & Hopson, 1998

31. How does Brain Lay Down and Retrieve Memories? • Grow and develop, neurons are 'wired up' to each other. • Communicate through thousands of connections - synapses. • Memories formed when certain connections are “strengthened.”

32. Synaptic Density • Natural pruning process • Pruning of unused connections • Most of pruning occurs between 10-16 years • Synaptic density reduced

33. Connections • To maintain connections, cells must stay active • “Strengthening” means: • Neuron grows more dendrites • Adds more receptors on dendrites/cell body • Disintegrate/disappear if cell doesn’t use

34. Brain Modified by Environment • Dendrites can grow at any age • Synaptic connections occur at any age; easier earlier in life • Brain is adaptable Plasticity ‘Use it or Lose it’

35. The Only Way We Learn is by MAKING CONNECTIONS

36. Memory is “Associative” • Memory of new information is increasedif: Associatedwith previously acquired knowledge • Meaningful association = effectively remembered.

37. Closely Studied Memory Factors Intention Repetition Emotion Deep Processing

38. Four Closely Studied Memory Factors • Intention- how much effort you expend. • Repetition- how often material is repeated. • Emotion- whether material brings emotional response. • Depth of processing- whether related to known material.

39. Shallow vs. Deep Processing • Simple rehearsal • Definition:Repeating information • Elaborative rehearsal • Definition: Activelyreviewingand connectingto knowledge already stored.

40. Remediation Steps How to Take Notes Review: How & When

41. How to Take Notes • Cornell note-taking system. • Important features: • Red line • Position on the page indicates importance. • Only a major point touches • Everything else is indented • Further from red line, less important. • Cue column • Key words & phrases • Permits review by recall

42. Cues Students Use to Decide They Know Something • Cognitive science: two cues important in guiding judgments of what we know: • (1) our “familiarity” with a given body of Information. • (2) our “partial access” to that information.

43. Getting a Complete Set of Notes • Start a Study Group • Advantages: • Get a complete set of lecture notes. • Immediately after class, meet with your group to fill in any gaps in your lecture notes. • Won’t matter how hard you study if you missed an important point in the lecture. • Opportunity for review and exam preparation. • You can ask questions. • Explain to others what you know. • Gain emotional support.

44. Review by Recall When How

45. Multiple Reviews Are Essential 1st review: within minutes 2nd review: within 24 hours 3rd review: within the week 4th review: within the month (before the test) 5th review: within the semester (before final exam)

46. Graph of Forgetting Curve and Effect of Review

47. Deeper Level Processing • Review by recall notby recognition • Establishing moreconnections with LTMs • Making associations. • Attaching meaning. • Forming relationships. • Creatinghierarchies.

48. Deep ProcessingTechniques • Techniques: • Writing outlines. • Self-examination during learning. • Review questions. • Previews. • Encourage integrationof materialand thereby process (i.e., think about) meaning.

49. Second Interview Feedback Modeling

50. Review Recent Set of Notes • Student brings recent set of lecture notes • (taken within 24 hours) • What worked; what did not? • Review notes together • Additional Suggestions