learning - scabw Wbacs on Diigo

28 Nov 09

HOW TO STUDY

18 Nov 09

Yoga Journal - Yoga Quizzes & Tools - 200 Key Sanskrit Yoga Terms

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13 Nov 09

Rote Learning

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Its purpose is to create automaticity, so that the child will know something without having to think about it.
the largest effect sizes were obtained by interventions that included systematic drill, repetition, practice, and review.
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- the largest effect sizes were obtained by interventions that included systematic drill, repetition, practice, and review.
- the largest effect sizes were obtained by interventions that included systematic drill, repetition, practice, and review.

Campus Health Services - Preparing for Exams

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BBC - Radio 4 Memory Experience - Cramming

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I also reduce the facts to be remembered to notes. Then later use the notes to help recall the lot. When I can do that I make a list of one word for each note and use that to recall the notes to recall the lot, then invent an easy to remember catch phrase to recall the list.
The way to cram is to filter your notes down to key bullet points and facts, and then learn these.
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- Cramming enabled me to pass my degree with a first........ memorising model answers and simply writing them up in the exams!
- blind cramming can be useless but cramming with proper understanding can be very very useful.
- Having learnt a lot of lines as an actor, learnt a foreign language fluently, and taught a lot of people English as a foreign language, I would tend to disagree with this. Learning words takes endless repetition. It isn’t just a mental activity, but also physical. It is similar to learning a musical instrument. When you learn an instrument, you repeat almost until you have the sensation that your hands or fingers are acting of their own accord. Learning words is a similar experience. This is particularly true when you are training your mouth to pronounce foreign words. However, taking a break and then returning to the activity is also crucial.
- I always learn new foreign language vocabulary by saying the word or phrase six times over for each word or phrase. This has worked for my MA in French, for GErman and for Japanese.
- Cramming is ok, i find repetition improves things if you have time and if it's done in chunks.
  
  While cramming for exams isn't really a good way to gain understanding, it does work in helping to pass i'm afraid.

How to Memorize Anything

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- Look at the first sentence in your notes and read it out loud. Then, close your eyes and say the sentence without looking at it.
- Repeat the step above, this time with the first 2 sentences.
- Next, try it with 3 sentences. Then 4. Repeat until you have memorized every sentence in your notes.

Cramming May Not Be Best Practice - washingtonpost.com

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A third is called "encoding variability."

"When we study information, we store not only the information of interest, we also store related semantic and contextual information," Gillund said. "That is, we store what we were thinking about and something about the situation we are in. Massed practice results in only one context. Spaced or distributed practice results in several contexts. The more contexts we have, the more cues we have available to retrieve the information at the time of the test."
And researchers admit that cramming for specific exams can help somewhat -- depending on the amount of time spent studying, the subject and the difficulty of the test. Cramming on multiplication tables could be effective. Trying to decipher the meaning of "Catcher in the Rye" between 2 a.m. and 6 a.m. for an 8 a.m. exam, not so much.
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- "If we really are serious about students retaining information for a fair amount of time, then we ought to be setting up situations to help them space exposure to the material,"

HowToCram.pdf (application/pdf-Objekt)

Creating Passionate Users: Crash course in learning theory

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In other words, by grouping the symbols into a meaningful, memorable pattern, we reduce the number of individual (and potentially arbitrary) things you have to memorize, and increase the chances.
It's far more important that they nail the key things than be exposed to everything. Be brutal, be brave, be relentless in what you leave out. Knowing what NOT to include is more important in learning design than knowing what TO include.
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- Don't use learning content as a chance to show off your knowledge--that virtually guarantees your content won't be user-friendly. Use it as a chance to help someone's life a little.

Learning and understanding - Gabriel Schenker's Blog - Los Techies : Blogs about software and anything tech!

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There are some areas where nothing more than this level of learning is needed or desired. In theses areas it does not make sense or is event contra productive to try to understand or question things.

28 Oct 09

Putting the Pieces Together

Compare & Contrast: With regard to what? | nashworld

Marzano later even put the practice of identifying similarities and differences -commonly referred to by practitioners as simply comparing and contrasting- on a still higher pedestal by referring to it as the single most effective strategy to increase student achievement. In What Works in Schools: Translating Research into Action, Marzano lists similarities/differences at the top of a chart which boasts a 45 percentile gain for this strategy alone.
To provide some perspective, the second most effective strategy according to Marzano’s work is summarizing and note-taking, which is associated with an overall 34 percentile gain when utilized effectively (82-83).
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- simple comparison tasks like the Venn diagram
- the far more complex Comparison Matrix
- The Matrices are very structured tables that tend to require a close adherence to the given criteria.
- The way I see it, this is perhaps the most effective instructional strategy simply because of the sophistication of thought processing required.
- “three-column form that is similar to a Venn diagram, since they both report similarities in the middle”

27 Oct 09

Moving Your Eyes Improves Memory, Study Suggests | LiveScience

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25 Oct 09

Writing and Remembering: Why We Remember What We Write - Stepcase Lifehack

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When we take notes, though, something happens. As we’re writing, we create spatial relations between the various bits of information we are recording. Spatial tasks are handled by another part of the brain, and the act of linking the verbal information with the spatial relationship seems to filter out the less relevant or important information.
students remembered around 40% of the information covered in the lecture
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- But the students who had taken notes remembered a higher proportion of key facts
- when we write — before we write, although indistinguishably so — we are putting some degree
  of thought into evaluating and ordering the information that we are receiving. That process, and not the notes themselves, is what helps fix ideas more firmly in our minds