quick orientation to elluminate features
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Quick Orientation to Elluminate Features. Use the emoticons and the applause features to give the presenter feedback. Use the green check and the red check to give the presenter feedback. . Type your comments and questions in the chat box here. - PowerPoint PPT PresentationTRANSCRIPT
Quick Orientation to Elluminate Features
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Use the emoticons and the applause features to give the presenter feedback.
SESSION FACILITATORS
David McConnellDirector, OFD
Professor, MEAS
Ashley GranthamProgram Coordinator, OFD
STUDENT RETRIEVAL EXERCISESCreating better study habits
David McConnell, OFD & MEAS, NCSU
What and why?
INTRODUCTION
WHAT ARE RETRIEVAL EXERCISES?
A retrieval exercise is an activity that a student completes during or following studying to get an accurate assessment of their learning
*Improving Undergraduate Learning, SSRC-CLA Longitudinal Project, 2011.
• US students estimate they devote 7% their time to study*
• Many students continue to employ the same study methods that they used in elementary school
Student studies material for initial time interval and then covers it up
Student takes a blank piece of paper and practices retrieval by writing down as much information as they can recall from the study material.
Student reviews material and practices retrieval again
WHAT IS RETRIEVAL PRACTICE?
WHY PRACTICE RETRIEVAL? Short-term memory – Repeat to remember
• The more effort we put into encoding information at the moment of learning, the more we remember
• Listening writing drawing/organizing
Medina, J., 2009, Brain Rules
WHY PRACTICE RETRIEVAL? Long-term memory – Remember to repeat
• Thinking or talking about an event immediately after it occurs enhances memory of the event
• Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.)
Medina, J., 2009, Brain Rules
NORMAL FORGETTING CURVE
2 tests for Group 1
Day 0 = Initial studying of material
The more time that passes before attempting retrieval, the more we forget
FORGETTING CURVE
Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.
What the research tells us
EVIDENCE FOR USING RETRIEVAL EXERCISES
Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.
120 college students complete a reading assignment (~250 words)
• Group X studied the passage twice (7 minutes each time)
• Group Y studied the passage once and then took a test
• Both groups then tested at 5 minute, 2 day, and 1 week intervals
X Y X Y X Y• Group Y retained more knowledge after 2 days, 1 week
Groups of students study material using one of four methods: Student reads material once. Student reads material four separate times. Student reads material then uses it to
construct a representative concept map Student reads material, practices retrieval,
repeats.
RESEARCH ON LEARNING
Karpicke & Blunt, 2011, www.sciencexpress.org, Jan 20, p.1-4.
Research on learning shows that retrieval practice is the most effective study method: Students don’t know this
Karpicke & Blunt, 2011, www.sciencexpress.org, Jan 20, p.1-4.
In class, homework
USING RETRIEVAL EXERCISES IN YOUR CLASS
Student should complete the first retrieval practice soon after receiving the original information During or within 24 hours of lecture (students
will need practice) Immediately following a reading assignment or
after reviewing class notes Prior to an exam
For maximum effect, retrieval effort should be repeated at regular intervals prior to exam (e.g., weekly)
RETRIEVAL PRACTICE TIMING
IN CLASS RETRIEVAL PRACTICE
Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer.Control Group: No pauses for discussion in lecture.
Ruhl, Hughes, and Schloss., 1987. Teacher Education and Special Education, v.10 #1, p.14-18
Students completed a free recall exercise after lecture
• Experimental Group – number of facts recalled: 22.97*
• Control Group – number of facts recalled: 16.63
SUMMARYMost students are unaware of effective
learning strategiesInstructors can guide students in use of
retrieval techniqueStudents should test themselves or reflect
on material soon after they receive it, and repeat the process again at spaced intervals prior to an exam