Week #1
Learning Objectives
At the end of the workshop, participants will be able to:
A. List 2 specific and effective practices that increase long-term retention and learning.
B. List 2 specific ineffective practices that do not contribute to long-term retention and learning.
C. Explain the benefits of testing in relation to long-term learning.
D. Define the "retrieval practice effect".
Weekly Content Summaries
Chapter 1
![Girl rereading text](/uploads/5/9/5/6/59564357/8811828.jpg?346)
People (e.g., students) rely on many strategies that they believe are effective ways to aid in their learning, however this chapter demonstrates that often people are off track in what actually enhances learning (Brown, Roediger, McDaniel, 2014). In addition, educators often believe their current testing strategies aid in their students’ learning, but they actually may be doing their students a disservice. These revelations may come as a shock to learners (i.e., students) as well as educators (such as myself). Therefore this chapter demonstrated the foundation to learning is knowledge but that the practice of retrieval is truly the key to learning.
The practices that are often used by students rereading material, highlighting material, and reviewing class notes are not effective ways to enhance learning (Karpicke, Butler, & Roediger, 2007). In addition, cramming for an exam may promote a sufficient grade on an exam but over time the learning of the material is not retained (which I am sure many of us can attest to).
The focus of learning needs to be on retrieval practices (Brown et al., 2014). Practice of retrieving the knowledge and concepts can be strengthened in various ways. When educators provide practice using such the retrieval of knowledge from memory, the practice should spread out over time, two different subjects should be incorporated into the practice to allow flexibility between subjects (Brown et al, 2014). Educators should use quizzes more frequently, especially those that contain different types of problems that allow students to determine how to approach each the type being asked. Student can also do their part by using self-quizzing to provide instant feedback on where the true learning is currently and where more work is needed (Brown et al, 2014).
The practices that are often used by students rereading material, highlighting material, and reviewing class notes are not effective ways to enhance learning (Karpicke, Butler, & Roediger, 2007). In addition, cramming for an exam may promote a sufficient grade on an exam but over time the learning of the material is not retained (which I am sure many of us can attest to).
The focus of learning needs to be on retrieval practices (Brown et al., 2014). Practice of retrieving the knowledge and concepts can be strengthened in various ways. When educators provide practice using such the retrieval of knowledge from memory, the practice should spread out over time, two different subjects should be incorporated into the practice to allow flexibility between subjects (Brown et al, 2014). Educators should use quizzes more frequently, especially those that contain different types of problems that allow students to determine how to approach each the type being asked. Student can also do their part by using self-quizzing to provide instant feedback on where the true learning is currently and where more work is needed (Brown et al, 2014).
Chapter 2
![Test takers](/uploads/5/9/5/6/59564357/9187278.jpg?330)
The retrieval process is a powerful tool in our learning. The focus of this chapter was to dig a bit deeper into this relationship. The first tool provided was that of reflection. When we encounter different situations we often retrieve from our memory the pertinent information and knowledge. When the situation is over, the process of reflection allows one to pull together what they already know, what they experienced, and what to do in the future differently (Brown et al., 2014).
The testing effect, or the retrieval-practice effect, was also examined in this chapter. People need to be tested to achieve the basic knowledge required but it is the connection of retrieving this knowledge and applying it to problem solving that strengthens learning (Brown et al., 2014). In addition, testing needs to be used across time to truly ascertain if learning has taken place. Empirical support provided that the use of follow-up testing of material helped with retention of material (Gate’s work and Spitzer’s work as cited in Brown et al., 2014). These results have been found in both lab and real classrooms settings.
The forms of testing that are more effective to contributing to long-term learning are those where the answer are provided by the test takers (Brown et al., 2014). These would include: essay, flashcards, and short-answers. Feedback needs to be given in conjunction with the testing to strengthen learning (Brown et al., 2014).
The bottom line is testing is needed regardless of the type of testing used, it has to be given often and with some delay in delivery, and have a low-stakes approach to lower the test takers anxiety (Brown et al., 2014). These conditions can lead to better preparation from the students, better feedback about areas they are deficient in, and better long-term retention of material.
The testing effect, or the retrieval-practice effect, was also examined in this chapter. People need to be tested to achieve the basic knowledge required but it is the connection of retrieving this knowledge and applying it to problem solving that strengthens learning (Brown et al., 2014). In addition, testing needs to be used across time to truly ascertain if learning has taken place. Empirical support provided that the use of follow-up testing of material helped with retention of material (Gate’s work and Spitzer’s work as cited in Brown et al., 2014). These results have been found in both lab and real classrooms settings.
The forms of testing that are more effective to contributing to long-term learning are those where the answer are provided by the test takers (Brown et al., 2014). These would include: essay, flashcards, and short-answers. Feedback needs to be given in conjunction with the testing to strengthen learning (Brown et al., 2014).
The bottom line is testing is needed regardless of the type of testing used, it has to be given often and with some delay in delivery, and have a low-stakes approach to lower the test takers anxiety (Brown et al., 2014). These conditions can lead to better preparation from the students, better feedback about areas they are deficient in, and better long-term retention of material.
Video: How People Learn
![Male student using flaschcards](/uploads/5/9/5/6/59564357/3390772.jpg?308)
There has been an incredible gap between the research conducted by psychologists over the last 100 plus years and the implementation of their findings into educational approaches (Roediger, 2014). More recently, researchers (e.g., Karpicke & Roediger, 2007; Roediger & Karpicke, 2006; Wheeler & Roediger, 1992) have begun to examine this gap and attempt to bridge this area.
In it important to understand that the stream of research often include going outside the laboratory environment and into real classrooms. The results of the above mentioned studies have been very strong in providing avenues to enhance performance of the learners in the area of long-term retention and provided understanding of the relationship between the use of testing and learning. For example, Karpicke & Roediger (2007) found that when study guides were used (such as flashcards) students’ performance was better when terms remained in the pile compared to students where the terms were dropped out of the piles when mastered. In addition, students’ performance was better when testing when compared to students that received no testing (Karpicke & Roediger, 2008). It appears that although strides have been made in the research in this area there has been a slow introduction of the suggested practices into the classroom setting.
In it important to understand that the stream of research often include going outside the laboratory environment and into real classrooms. The results of the above mentioned studies have been very strong in providing avenues to enhance performance of the learners in the area of long-term retention and provided understanding of the relationship between the use of testing and learning. For example, Karpicke & Roediger (2007) found that when study guides were used (such as flashcards) students’ performance was better when terms remained in the pile compared to students where the terms were dropped out of the piles when mastered. In addition, students’ performance was better when testing when compared to students that received no testing (Karpicke & Roediger, 2008). It appears that although strides have been made in the research in this area there has been a slow introduction of the suggested practices into the classroom setting.
Connection to Field and/or Discipline
Human Resource Management
![Employee Training](/uploads/5/9/5/6/59564357/2220944.jpg?316)
The subject of learning and retrieval practices is very important in my field of Human Resource Management (HR). Training is one area affected by the concepts in these chapters, particularly when a person is working on the instructional design of a training program. There are many steps when putting together the instructional design of a training program, the first being to establish the training objectives of the sessions. This often focuses specifically on what knowledge do the participants need to acquire from the training session. This is similar to the idea in the concept that knowledge is the foundation to learning and to retrieval.
Another issue in training that draws upon the concepts covered in chapters include how the participants will practice the task they are being trained on. Should the trainer incorporate mass practice (one time) or distributed practice (spread out over time)? This is similar to cramming versus practicing over time intervals. Any decision is whether the trainees will practice the whole task at each session or a small piece of the task? The guidance for trainers is very similar to that offer in the readings for the week. Trainers should incorporate the use of distributed practice where the training is spread out over various times so the trainee has the opportunity to practice the task (retrieve knowledge and concepts and apply them to the situation presented). In addition, the trainers could incorporate different pieces of the knowledge into the practice sessions to allow the trainees to differentiate between what knowledge is needed for different problems and how to approach each piece of the practice provided. Lastly, feedback should be given at various points during the training programs to strengthen the learning. What I find very interesting is as mentioned in the assigned video by Dr. Roediger (2014) how there is a lack of integration of research findings into the classrooms settings this often holds true for training. I believe this may become a bigger issue as many training programs are moving into an online environment.
Another training issue that is directly related to the readings is how to foster long-term retention of the materials. The chosen training methods (on the job training, lecture, role plays, etc.) should support this long term learning goal. The evaluation of the effectiveness of the training program could impact whether or not the learning goal is measured at all and by what means. Often times when training programs are concluded, a short evaluation is filled out by the trainees asking what they learned and how good was the trainer. A quiz may even be given that is completed by the trainee or the entire group together. Obviously, this is not enough to show if long-term retention of learning had occurred. Trainers need to use testing more frequently throughout the training programs. In addition, trainees should be given strategies to help study and prepare for their testing (flash cards, real-world problems). Trainers also need to use testing at some interval (6 months, 18 months) to gauge long-term learning. The HR Department could also track performance appraisal of the trainees to see if there are changes in their behaviors based on the learning acquired. Learning in the training arena needs to take heed of the universal learning principles to have more effectiveness in the programs that are being developed and implemented into various organizations.
Another issue in training that draws upon the concepts covered in chapters include how the participants will practice the task they are being trained on. Should the trainer incorporate mass practice (one time) or distributed practice (spread out over time)? This is similar to cramming versus practicing over time intervals. Any decision is whether the trainees will practice the whole task at each session or a small piece of the task? The guidance for trainers is very similar to that offer in the readings for the week. Trainers should incorporate the use of distributed practice where the training is spread out over various times so the trainee has the opportunity to practice the task (retrieve knowledge and concepts and apply them to the situation presented). In addition, the trainers could incorporate different pieces of the knowledge into the practice sessions to allow the trainees to differentiate between what knowledge is needed for different problems and how to approach each piece of the practice provided. Lastly, feedback should be given at various points during the training programs to strengthen the learning. What I find very interesting is as mentioned in the assigned video by Dr. Roediger (2014) how there is a lack of integration of research findings into the classrooms settings this often holds true for training. I believe this may become a bigger issue as many training programs are moving into an online environment.
Another training issue that is directly related to the readings is how to foster long-term retention of the materials. The chosen training methods (on the job training, lecture, role plays, etc.) should support this long term learning goal. The evaluation of the effectiveness of the training program could impact whether or not the learning goal is measured at all and by what means. Often times when training programs are concluded, a short evaluation is filled out by the trainees asking what they learned and how good was the trainer. A quiz may even be given that is completed by the trainee or the entire group together. Obviously, this is not enough to show if long-term retention of learning had occurred. Trainers need to use testing more frequently throughout the training programs. In addition, trainees should be given strategies to help study and prepare for their testing (flash cards, real-world problems). Trainers also need to use testing at some interval (6 months, 18 months) to gauge long-term learning. The HR Department could also track performance appraisal of the trainees to see if there are changes in their behaviors based on the learning acquired. Learning in the training arena needs to take heed of the universal learning principles to have more effectiveness in the programs that are being developed and implemented into various organizations.
My Personal Experiences
![People bored in training](/uploads/5/9/5/6/59564357/1516459.jpg?352)
I have had two personal experiences that clearly demonstrated a disconnection between training and the strategies to promote learning and retrieval practices. The first experience is when I took a “5 hour Defensive Driving Course” that provided a discount on my insurance (my purpose of taking the course) but the course also provided a reduction in points on your license if you had received traffic violations. The first five minutes of the class the instructor announced there would be a test at the end of the course. We all sat up and became very alert to the material – however, this lasted briefly as he followed up that the test would be completed as a group with no grading. Everyone looked relieved but also you could see the sense of disengagement since there was no consequences of failure to pay attention to the given material. However, there were consequences as the goal was to learn and refresh your knowledge about safe driving practices.
My second experience occurred when I was sent to training (at a previous institution) for faculty members that were sitting on a search committee for hiring a new faculty member. The purpose of the training was to help teach faculty members what was appropriate and inappropriate when hiring someone. In addition, this training was to cover the applicable laws that impacted the hiring process. I sat through the lecture for about 2 hours. Slides were put up on the screen that listed do’s and don’ts that were not explained thoroughly but only addressed at superficial levels. For example, do not bring your personal biases into the interview – no explanation of why? How to avoid or at least minimize this? Since I was one of the few HR faculty in the room I felt appalled that most faculty in the room had no idea of the depth of material they needed but were not receiving. I asked several questions of the “HR Person” conducting the training and was referred to the Vice President of HR to seek answers. There was no testing, no practice, and no added value. To me, this was a critical incident because the College was sending untrained interviewers (faculty members) into interviews and hoping they behaved within appropriate lines and more importantly legal parameters.
My second experience occurred when I was sent to training (at a previous institution) for faculty members that were sitting on a search committee for hiring a new faculty member. The purpose of the training was to help teach faculty members what was appropriate and inappropriate when hiring someone. In addition, this training was to cover the applicable laws that impacted the hiring process. I sat through the lecture for about 2 hours. Slides were put up on the screen that listed do’s and don’ts that were not explained thoroughly but only addressed at superficial levels. For example, do not bring your personal biases into the interview – no explanation of why? How to avoid or at least minimize this? Since I was one of the few HR faculty in the room I felt appalled that most faculty in the room had no idea of the depth of material they needed but were not receiving. I asked several questions of the “HR Person” conducting the training and was referred to the Vice President of HR to seek answers. There was no testing, no practice, and no added value. To me, this was a critical incident because the College was sending untrained interviewers (faculty members) into interviews and hoping they behaved within appropriate lines and more importantly legal parameters.
Suggestions for Implementation
![Test Sheet](/uploads/5/9/5/6/59564357/276956.jpg?282)
Based on the empirical evidence provided in the readings (Brown et al., 2014) and video (Roediger, 2014), several suggestions can be offered to help with learning. The biggest suggestion would be to incorporate more frequent quizzes into the classroom settings. This can provide more feedback to the students about what they know and what areas they are deficient. Quizzes are also a way to build the foundation of basic knowledge (Brown et al., 2014). I have used this strategies in the past by giving quizzes per chapters before the first examination. The quizzes were only worth about 10 points but helped the students by providing feedback prior to the first examination. I also believe this helped lower students’ anxiety about what their first examination would be like.
A second suggestion would be that educators could also incorporate the use of cumulative final examination that engage the students to keep retrieval concepts throughout the course. There are various testing options to select from but the stronger test for retrieval practices would be short-answers and essays (Brown et al., 2014). In addition, feedback should be provided to the students. When preparing for the exams or quizzes, students should be encouraged to use the practice of flashcards without dropping known concepts from the piles (Karpicke & Roediger, 2008). This will aid students tremendously in their study preparation.
A third suggestion would be to incorporate into the classroom some hands-on applications where students have to solve real-world problems using the concepts being taught. This would allow students to draw on which concepts would be applicable to the problems at hand. This could allow for reflection about their classroom experience - students retrieve materials, add experiences to their use, and how they would approach this differently in the future (Brown et al., 2014). I have used these types of projects in my classes and have had these types of projects assigned to me as a student. From the educator perspective, I have found this is a great way to promote retrieval of concepts. I would like to say this has helped in long-term retention but I have never tracked it empirically. I can say that many of my former students went on to successful careers in the field of HR. From the student perspective, I can say the use of these projects (which were consulting engagements with actual clients) were a very helpful means of promoting reflection and retention of learning.
A second suggestion would be that educators could also incorporate the use of cumulative final examination that engage the students to keep retrieval concepts throughout the course. There are various testing options to select from but the stronger test for retrieval practices would be short-answers and essays (Brown et al., 2014). In addition, feedback should be provided to the students. When preparing for the exams or quizzes, students should be encouraged to use the practice of flashcards without dropping known concepts from the piles (Karpicke & Roediger, 2008). This will aid students tremendously in their study preparation.
A third suggestion would be to incorporate into the classroom some hands-on applications where students have to solve real-world problems using the concepts being taught. This would allow students to draw on which concepts would be applicable to the problems at hand. This could allow for reflection about their classroom experience - students retrieve materials, add experiences to their use, and how they would approach this differently in the future (Brown et al., 2014). I have used these types of projects in my classes and have had these types of projects assigned to me as a student. From the educator perspective, I have found this is a great way to promote retrieval of concepts. I would like to say this has helped in long-term retention but I have never tracked it empirically. I can say that many of my former students went on to successful careers in the field of HR. From the student perspective, I can say the use of these projects (which were consulting engagements with actual clients) were a very helpful means of promoting reflection and retention of learning.
Formative Assessment
Flashcards
You will find several flashcards below to help you gauge your understanding of this workshop.
HTML
References
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Butler, A. C., Karpicke, J. D., & Roediger III, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273 – 281.
Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704 -719.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
Roediger, H. L. (2014). How people learn. Paper presented at Michigan State University. Retrieved from http://https://www.youtube.com/watch?v=4tz8gVPHhFE.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.
Wheeler, M. A., & Roediger, H. L. (1992). Disparate effects of repeated testing: Reconciling Ballard's (1913) and Bartlett's (1932) results. Psychological Science, 3(4), 240-245.
Butler, A. C., Karpicke, J. D., & Roediger III, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273 – 281.
Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704 -719.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
Roediger, H. L. (2014). How people learn. Paper presented at Michigan State University. Retrieved from http://https://www.youtube.com/watch?v=4tz8gVPHhFE.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.
Wheeler, M. A., & Roediger, H. L. (1992). Disparate effects of repeated testing: Reconciling Ballard's (1913) and Bartlett's (1932) results. Psychological Science, 3(4), 240-245.