The Science of Learning
The Science of Learning
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The “Forgetting Curve,” first described by Hermann Egginghaus, shows that memory retention decreases over time, especially right after the learning occurs. He and others have found that the best way to defeat the forgetting curve is to use the learning immediately and frequently: practice, review, rethink, wait, repeat.
What do we know about efficient learning, and why should we teach our students about it? What key strategies align with how we learn? Why is it important to learn about learning?
To get started, watch this short video on "How the Brain Learns" and read this blog “How the Adult Brain Learns: The Importance of Creating Enriched Environments when Teaching” by Allison Freiderichs. Dig deeper with the resources below and at our discussion at the end of the month!
Tutor Tip: Did you know that:
Learning causes changes to the actual physical structure of our brains? Our brains have selective learning? The phrase “Use it or lose it” is absolutely true when it comes to learning? Our brains require challenge to learn? Learning is unlikely if we feel unsafe or have negative emotions? Do you think your student(s) know these facts? CLICK HERE TO READ MORE
If not, discussing metacognition, or the awareness and analysis of one’s own learning and thinking processes, is an effective way to help your learner understand why they may or may not be retaining what they learn and how to do so more effectively. The ability to talk about our thinking is important for every single one of us, and a tutor can model this process by “thinking aloud” and asking reflective questions.
Some examples:
What do you know about yourself as a student?
What are you proud of as a student?
What is your biggest hurdle in learning new things? How might you conquer it?
What is your goal for today’s session? How might we make that into a set of smaller goals? What do you think is the best way to approach them?
What do you already know about …? How does it connect to …? Tell me a story that relates to it. What is an example of …?
What do you feel like you are understanding well? What are you not understanding? What strategies can help you? What questions do you still have about …?
Was this task easy, medium, or difficult and why?
What did you learn by completing this task?
What was most helpful from our session today? What was most challenging?
You will find that your student most likely can already tell you a lot about their learning strengths and challenges. If we consider that our role is to help students think scientifically in different ways and not to give them the answers but to help them discover them, then it changes our approach to tutoring.
Learning how to think critically and creatively is much different than simply learning how to perform a task. Sure, if my student needs to be able to write a short report for work, then, yes, we can practice it by following a specific format. However, that does not help my student with the thinking process behind the writing or with the next kind of writing she needs to do. We have to teach both.
Continue Learning
Self-Reflection & Introduction
Self-Reflection & Introduction
Start thinking about learning with the following questions:
Consider something new you learned recently or are in the process of learning. How would you describe your learning? What helps you to learn? What hinders your learning?
How might you describe your student’s learning? What helps your student(s) learn? What hinders them?
Why is it so important as educators to understand how our brains work?
To get started learning, read the article or watch the video below:
Continued Learning & Support
Continued Learning & Support
Continue with 10 principles for optimal learning:
Check out the infographic below
Read blurbs about the 10 principles in this 7-Taps microlearning module
Read the corresponding blog to expand on your learning: "Our Learning Brains: Principles for Tutoring"
Which of the principles calls out to you? Are any surprising to you? Which do you already use, and which are new? How might you use them?
What are examples of activities for these kinds of principles? Read "Worksheets Don’t Grow Dendrites" by Marcia L. Tate and choose one of the activities for your next session.
What about for virtual learning?
Read this article and try one of the ideas within: “Brain-based Learning Principles for Maximum Retention in the Virtual Classroom” by Cynthia Clay.
Digging Deeper
Digging Deeper
Want to learn more about the research behind the science of learning?
Read about the why of strategies in The Science of Learning | Deans for Impact & an oldy but goody about myths vs evidence in learning here
Explore a research study with Rachel Wu: How Can We Learn As Adults
Want to go even further with this topic?
Attend a Training from the Back of Room (TBR) training if you are a New Mexico Adult Education professional
Explore The Learning Scientists & Queensland Brain Institute's Science of Learning edition
Check out short brain research snippets from Sentis, The Learning Blueprint, and TBR
Share Your Thoughts
💬Join the discussion on September 25 from 12-1 pm! Bring your ideas and questions about this topic as well as any tutoring-related concerns.
💬Join the discussion on September 25 from 12-1 pm! Bring your ideas and questions about this topic as well as any tutoring-related concerns.
📝Share your experience, questions, and suggestions using this form. Have you tried implementing any of the above principles or strategies? How did it go? Are you interested in trying them but need a little support?
Would you like to learn about another topic? Explore the Instructional Learning Library here or suggest a topic on the above form.
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