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Study

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Testing is Retrieving Knowledge with the Book Closed. Many instructors know that they actually LEARN best from testing and teaching. Testing is really a form of ... – PowerPoint PPT presentation

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Title: Study


1
Study.Huh? I already perfected Study in High
School
  • THE EVIDENCE
  • General Biology students 29 DWIF
  • The common thread Fresh from High School
  • Drop Withdraw Incomplete Fail
  • Fail Grade of C- or Lower

2
Its All About the Brain
Three Pounds of Stuff that Makes Connections With
Other Parts of Itself
From National Geographic, Feb 2014
3
From National Geographic, Feb 2014
4
From University of California San Francisco
5
Trying to Map Connections
6
(No Transcript)
7
Its Also All About Connections
8
Your Own Study
The Goal? Building Knowledge My Study
Is it efficient ? Does it result in As ? Can
you remember material from last semesters
courses ? Or does your knowledge
EVAPORATE? Whats the deal with SHALLOW and
DEEP Knowledge? GRADES are different than
LEARNING
9
Lets Make Some Connections and Look at Some
Evidence
HAS ANYONE BOTHERED TO STUDY EFFECTIVE
LEARNING? How to get to 100 Learning Curve?
Forgetting Curve?
10
A Study of Studying Has Been Done The Swahili
Experiment
Experimental Setup 4 Groups of Students (Purdue
University and Washington University) study 40
Swahili/English word pairs with four rounds of
study/testing. Group Study Mode / Test
Mode S T Study all words, Test all
words. SNT Study only pairs missed on previous
Test, Test all words. S TN Study all words,
Test only missed words on previous test. SN
TN Study only pairs missed on previous Test,
Test only words missed on the previous
Test Tests given after study session interrupted
by a short distracter task verifying
multiplication problems.
Ref Karpicke, J and H.L. Roediger III, 2008.
The Critical Importance of Retrieval for
Learning. SCIENCE 319966-968 (Feb 15, 2008)
11
The Learning Curve
  1. Learning enhanced by repeated intervals of
    studying and testing.
  2. No significant difference in Study Modality for
    learning curve.
  3. Four study/test sessions were required to get to
    100

12
Longer Term Memory Greatly Affected by Study
Method
  • Test Results a Week after Study/Testing.
  • Repeated Testing All Words increases Longer Term
    Learning.
  • Studying missed words works as long as Testing
    All was used.
  • The difference between short term (shallow)
    memory and longer term (deep) memory are
    significant !

13
Testing is Retrieving Knowledge with the Book
Closed
  1. Many instructors know that they actually LEARN
    best from testing and teaching.
  2. Testing is really a form of accountability do
    you know what you have studied? How much have
    you successfully recalled to build knowledge?
  3. Testing can be accomplished at textbook websites
    with practice tests (as long as they are done
    with the book closed), AND end of chapter problem
    sets, or other serious self tests.
  4. Accountable study sets the student up to be a
    better problem solver. It builds confidence!
    AND makes LEARNING FUN

14
Study Takes Time and Energy
ENERGY has anyone studied the brain using
energy? Get Ready for Positron Emission
Tomography (PET) measurement of energy (ATP)
producing metabolism.
15
Positron Emission Tomography
Left panel CT scan. Middle panel - PET scan
dark colors higher glucose use, higher rate of
metabolism. Right panel - panel PET scan
superimposed on CT scan with false colors
(green?red) increasing glucose utilization Brain
really lights up in PET ! Normal ? Tumor ?
Red then pink, highest rate of metabolism
16
Brain Uses Energy
Learning requires Brain Activity
17
PET Brain Scans - Rate of Glucose Use
Rested Sleep Deprived
glucose
Cramming Results in a Thoughtless Brain.
18
Sleep is Also related to Memory
Go to the Video http//www.pbs.org/wgbh/nova/bod
y/sleep.html After the short videothink about
your SLEEP and Exam preparation! Can you think
about YOUR OWN Learning Curve and Forgetting
Curves?
19
Blooms Taxonomy of Learning
Bloom sTaxonomy Learning Skill Question stems
KNOWLEDGE memorization and recall What is.? Who, what, when, where, how, describe?
COMPREHENSION understanding What would happen if? What does.. illustrate about.? What is analogous to.?
APPLICATION using knowledge How couldbe used to? What is another example of?
ANALYSIS taking apart information How doesaffect? What are differencessimilarities?
SYNTHESIS reorganizing information What is the solution of..? Create or design a new.?
EVALUATION making judgments Why is.important? What is best for.? Do you agree/disagree that?
20
Blooms Old ? New
College Level Exam Questions
21
Cone of Learning
22
What is this List?
  • 1. Being good at a subject is a matter of inborn
    talent rather than hard work.
  • Learning is fast.
  • Knowledge is composed of independent facts.
  • Im really good at multi-tasking, especially
    during classes and studying.
  • Im good at lots of things, but not math.

Adapted from Dr. Stephen Chew, Samford
University, Alabama
23
Beliefs that Make You Stupid
  • 1. Being good at a subject is a matter of inborn
    talent rather than hard work.
  • Learning is fast.
  • Knowledge is composed of independent facts.
  • Im really good at multi-tasking, especially
    during classes and studying.
  • Im good at lots of things, but not math.

Adapted from Dr. Stephen Chew, Samford
University, Alabama
24
What is this List?
  1. The intention and desire to learn.
  2. Playing close attention to the material as you
    study.
  3. Learning in a way that matches your personal
    learning style.
  4. The time you spend studying.
  5. What you think about while studying.

Adapted from Dr. Stephen Chew, Samford
University, Alabama
25
What is the Most Important Ingredient for
Successful Learning?
  1. The intention and desire to learn.
  2. Playing close attention to the material as you
    study.
  3. Learning in a way that matches your personal
    learning style.
  4. The time you spend studying.
  5. What you think about while studying.

Adapted from Dr. Stephen Chew, Samford
University, Alabama
26
Here is a Word List for Analysis
  1. Evening (13) Cold
  2. Country (14) Love
  3. Salt (15) Bargain
  4. Easy (16) War
  5. Peace (17) Hate
  6. Morning (18) Wet
  7. Pretty (19) Rich
  8. Expensive (20) Nurse
  9. Poor (21) Pepper
  10. Doctor (22) Hard
  11. City (23) Ugly
  12. Dry (24) Hot

Adapted from Dr. Stephen Chew, Samford
University, Alabama
27
Previous Data
Hyde, TS and J.J. Jenkins. 1973. Recall for Words
as a Function of Semantic, Graphic and Syntactic
Orienting Tasks. J. Verb. Learn. Verb. Behav.
12471-480
28
FIU Data24 Words Two Study Methods
Words One at A Time (5 seconds each) Pleasant
ness E and G Checking Hyde
and Jenkins, 1973 17.3 /- 3.2
9.2 /- 3.6 SEA PHAGES-FIU, 2014 17.3 /-
2.3 8.5 /- 1.6 24
Words for 5 Minutes, Group Work QBIC SLS
1501-FIU, 2014 19.9 /- 4.0 17.3
/- 4.2
29
Group Work Unrelated Responses Were the Lowest
Scores
30
Group Work Associated Words
Two of the 24 right 100
31
What is the Most Important Ingredient for
Successful Learning?
  1. The intention and desire to learn.
  2. Playing close attention to the material as you
    study.
  3. Learning in a way that matches your personal
    learning style.
  4. The time you spend studying.
  5. What you think about while studying.

Adapted from Dr. Stephen Chew, Samford
University, Alabama
32
Link to How to Study Videos
Dr. Stephen Chews 5 Videos on YouTube https//w
ww.youtube.com/watch?vRH95h36NChl They are all
short, it is good to watch one and think about it
before going on the the next one.
33
QBIC Class Response to Study Techniques Thought
Important Chapter 3 Homework
Flash (note) cards 5 Group Study 9 Postits
1 Reading 1 Rewriting notes 5 Summarize
notes 4 Notetaking 2 Ask questions
2 Test knowledge (quiz) 1 Practice Problems
1 Videos 2 Break Study into Blocks 2 Class
Discussion 5 Highlighting 1 Go to Class and
Lab 1
34
Focused and Diffuse (Creative) Brain Activity The
Pin Ball Machine
Oakley, B. 2014. A Mind for Numbers How to Excel
at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
35
Edison and Dali Museums in Ft. Meyers and St.
Petersburg
How were these guys PROBLEM SOLVERS CREATIVE ?
Photos Wikipedia
36
A Chunk
Oakley, B. 2014. A Mind for Numbers How to Excel
at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
37
Chunking Information to a Solution
Oakley, B. 2014. A Mind for Numbers How to Excel
at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
38
Chunks Can Get Better With Repeated Retrieval.
Getting It Getting it Better
Got It, a Fast Working Chunk
Oakley, B. 2014. A Mind for Numbers How to Excel
at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
39
Focused Study works for a Short Time
Focused study (attention) works for 15 30
minutes. Continued work is useless (
cramming). Take breaks, turn off the focused
workgo for a short walk, have a snack, take a
short nap, etc. Then refreshed, you can get back
to efficient study.
40
Problem Solving Connecting Focus and Diffuse
ThinkingGetting to a Useful Chunk
Oakley, B. 2014. A Mind for Numbers How to Excel
at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
41
Negative Thoughts ? Procrastination
Oakley, B. 2014. A Mind for Numbers How to Excel
at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
42
Procrastination The Inner Zombie
Ha, Ha, I studied for hours, Wanna Play?
This happy zombie playing neural pinball, and
your future career?? GET OVER IT !!Lets Look
at the Evidence
Adapted from Oakley, B. 2014. A Mind for Numbers
How to Excel at Math and Science (Even If You
Flunked Algebra). Tarcher/Penguin. New York
43
How to Study Effectively
Karpicke and Blunt. 2011. Retrieval Practice
Produces More Learning that Elaborative Studying
with Concept Mapping. SCIENCE. 331772-775
44
Performance on Two Types of Exams
Karpicke and Blunt. 2011. Retrieval Practice
Produces More Learning that Elaborative Studying
with Concept Mapping. SCIENCE. 331772-775
45
Retrieval RULES at First, but
Karpicke and Grimaldi. 2012. Retrieval-based
learning A perspective for enhancing meaningful
learning. Educ. Psychol. Rev. 24401-418
46
Retrieval Really Rules Down the Road Take The
Test 1 Week Later Without Prep
Karpicke and Grimaldi. 2012. Retrieval-based
learning A perspective for enhancing meaningful
learning. Educ. Psychol. Rev. 244014018
47
So, Now Whatcha Going to Do ?
  • For EACH Course, Find out where practice quizzes,
    exams, tests are?
  • - in the text? -at the textbooks website?
  • - on the syllalbus?
  • -or make your own from the textbooks chapter
    summaries?
  • Do you do the whole chapter or?
  • What are Lectures there for? To show you what is
    important and whywhich is just a part of each
    Chapter it is a big hint on what will be on the
    course Exam.

48
Now, How are you going to Study?
  1. Check your schedule - Find out WHEN and WHERE
    you can Study.
  2. Pencil in times for Group Study, Individual Study
    (keep in mind you take the test, not the group
    you are the most important in this equation).
  3. ACCOUNTABILITY is only important to YOU Test all
    the material by yourself well before the Exam.
  4. If you planned your time well and studied early
    and often with the BOOK CLOSEDyou can walk into
    an exam with a rested with an active and
    confident brain your knowledge will produce
    accurate and thoughtful answers to
    questions/problems on the exam.

49
Keep Chunking
When Study becomes FUN, the brain is really
receptive and this reduces exam anxiety.
50
Now, How are you going to Study?
  1. Check your schedule - Find out WHEN you can
    Study.
  2. Pencil in times for Group Study, Individual Study
    (keep in mind you take the test, not the group
    you are the most important in this equation).
  3. ACCOUNTABILITY is only important to YOU Test all
    the material by yourself (textbook web sites have
    practice exams, take them with the bookclosed).
  4. If you planned your time well and studied early
    and often with the BOOK CLOSEDyou can walk into
    an exam with a rested, active and confident
    brain your deeper knowledge will produce
    accurate and thoughtful answers to questions and
    problems on the exam.
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