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<\/p>\nWhat kind of teaching practices\u00a0can\u00a0help our students study better?\u00a0Are we using scientifically\u00a0proven\u00a0strategies to enhance learning?\u00a0This series of three blog posts\u00a0will introduce you to six evidence-based strategies that support deep learning. Each strategy is complemented by concrete examples that will help you to figure out how to implement these in your teaching!<\/p>\n
<\/p>\n
This series is inspired by and based on a thought-provoking three-hour workshop held by Marcus Lithander, PhD, a cognitive psychologist from KTH Royal Institute of Technology, on the topic in December 2021.<\/p>\n
During the workshop, Lithander presented six evidence-based strategies that support deep learning and\u00a0in this post we will present to you the final two: Concrete examples and Dual coding.<\/strong><\/p>\n We also recommend reading the parts 1\/3<\/a> and 2\/3<\/a> of this series where we introduce you to four other effective strategies.<\/p>\n 5. Concrete examples\u00a0\u00a0<\/strong><\/p>\n By definition,\u00a0<\/span>concrete\u00a0example\u00a0<\/span><\/b>as\u00a0a concept\u00a0<\/span>means\u00a0\u201cTaking an abstract concept and\u00a0<\/span>creating an example based on\u00a0real-life experiences<\/span><\/b> to solidify the meaning of the concept\u201d. Anyone who has ever learned or taught something knows that concrete examples help and support learning. But why? From the cognitive psychology point of view, this is because by utilizing concrete examples<\/span>,<\/span>\u00a0we\u00a0connect\u00a0the\u00a0<\/span>episodic memory system (<\/span><\/i>recollecting past happenings, remembering events that took place in spatial and temporal contexts) and the <\/span>semantic\u00a0memory system\u00a0<\/span><\/i>(the capacity for recollecting facts and general knowledge).\u00a0Using concrete\u00a0and\u00a0relevant examples\u00a0stimulates complex thinking patterns.\u00a0It\u00a0can\u00a0help students to understand abstract ideas and extend information retention.\u00a0<\/span>\u00a0<\/span><\/p>\n In practice, this means:<\/span> 6. Dual coding\u00a0\u00a0<\/strong><\/p>\n Memorizing and memory retrieval are about building\u00a0and using\u00a0connections. The more ways a piece of information\u00a0is\u00a0connected in your memory, the bigger\u00a0the\u00a0chance you will remember it in future.\u00a0<\/span>\u00a0<\/span><\/p>\n If a mathematical\u00a0formula\u00a0comes\u00a0to your mind\u00a0only on\u00a0seeing\u00a0its\u00a0first two symbols,\u00a0it might happen that you will never\u00a0use it because\u00a0real-world items tend not to be tagged with mathematical notations. But if it also comes\u00a0to your mind when you hear\u00a0the words\u00a0\u2018tolerance\u2019,\u00a0\u2018fracture\u2019 and \u2018welding\u2019, and when you see certain structural\u00a0designs visually represented, chances are much higher that you will remember which formula you should apply here.<\/span>\u00a0<\/span><\/p>\n We can build multiple connections and thus help\u00a0memory retrieval by using dual coding <\/strong>of our material. In other words<\/span>, use both textual and visual\u00a0representation<\/span><\/b> of\u00a0the matter taught.\u00a0Is there a way to present a given topic as a diagram? A mind\u00a0map?\u00a0An infographic?\u00a0To get full benefit of the visual presentation,\u00a0make students explain images\u2014or better\u00a0still,\u00a0make them\u00a0create one of their own!\u00a0(See\u00a0e.g.\u00a0Mayer & Anderson\u00a01992.)<\/span>\u00a0<\/span><\/p>\n Educational sciences have a sticky myth about \u201clearning styles\u201d\u2014that people can be categorized based on how they learn. But as mentioned, this is a myth that is not supported by research evidence. Visual cues will help everyone learn, when combined with textual, oral, auditive and other kinds of presentation media.<\/span>\u00a0<\/span><\/p>\n In practice, dual coding can be used in the following ways:<\/span>\u00a0<\/span><\/p>\n Referen<\/span><\/span>ces and suggested further readings:<\/span><\/span><\/span><\/span><\/p>\n This series of three blog posts is based on and inspired by the workshop \u201cThe Science of Learning\u201d, led by PhD Marcus Lithander, Department of Learning and Digital Learning at KTH on 8.12.2021, via\u00a0UNITE! Network<\/a>. Also, the following references were utilized when making the post<\/span>s:<\/span><\/span><\/span><\/em><\/span><\/span><\/p>\n Benjamin, A., Tullis, J. (2010) What makes distributed practice effective?<\/span>,<\/span>\u00a0Cognitive Psychology, Volume 61, Issue 3,\u00a02010,Pages\u00a0228<\/span>\u2013<\/span>\u2013<\/span>247.<\/span><\/p>\n Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students\u2019 Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4\u201358.<\/span>\u00a0<\/span><\/p>\n Gurung, R. A. & Burns, K. (2019). Putting evidence\u2010based claims to the test: A multi\u2010site classroom study of retrieval practice and spaced practice. Applied cognitive psychology, 33(5), 732<\/span>\u2013<\/span>\u2013<\/span>743<\/span>\u00a0<\/span><\/p>\n Kang, S. H. K. (2016). Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12\u201319.\u00a0<\/span>\u00a0<\/span><\/p>\n Mayer, R. E., & Anderson, R. B. (1992). \u201cThe instructive animation: Helping students build connections between words and pictures in multimedia learning.\u201d Journal of Educational Psychology, 4, 444<\/span>\u2013<\/span>\u2013<\/span>452.<\/span>\u00a0<\/span><\/p>\n Rohrer, D. (2012). \u201cInterleaving helps students distinguish among similar concepts.\u201d Educational Psychology Review, 24, 355<\/span>\u2013<\/span>\u2013<\/span>367.<\/span>\u00a0<\/span><\/p>\n Tulving, E. (1972). \u201cEpisodic and semantic memory,\u201d in Organization of Memory, eds E. Tulving and W. Donaldson (New York, NY: Academic Press Inc.), 381\u2013403.<\/span>\u00a0<\/span><\/p>\n Understanding How We Learn.<\/span>\u00a0<\/span><\/i>A Visual Guide. Yana Weinstein & Megan Sumeracki. Published by David Fulton\/Routledge, August 2018.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n https:\/\/teachinghow2s.com\/<\/span><\/a> <\/p>\n","protected":false},"excerpt":{"rendered":" What kind of teaching practices\u00a0can\u00a0help our students study better?\u00a0Are we using scientifically\u00a0proven\u00a0strategies to enhance learning?\u00a0This series of three blog posts\u00a0will introduce you to six<\/p>\n","protected":false},"author":3859,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-498","post","type-post","status-publish","format-standard","hentry","category-tip-of-the-week"],"_links":{"self":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts\/498","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/users\/3859"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/comments?post=498"}],"version-history":[{"count":4,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts\/498\/revisions"}],"predecessor-version":[{"id":502,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts\/498\/revisions\/502"}],"wp:attachment":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/media?parent=498"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/categories?post=498"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/tags?post=498"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}What works in learning<\/span><\/h5>\n
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\nCo-authored by Akseli Huhtanen, Sara R\u00f6nkk\u00f6nen & Suvi Toivonen<\/em><\/strong><\/p>\n
\nIf you are interested in joining Marcus Lithanders workshop in Sping 2022<\/span>, read more about the upcoming Unite! pedagogical training for teaching staff here<\/strong>: https:\/\/www.aalto.fi\/en\/news\/unite-offers-pedagogical-training-for-teaching-staff<\/a>\u00a0<\/span><\/span><\/span><\/span><\/p>\n
\n<\/span>https:\/\/www.learningscientists.org\/<\/span><\/a>
\n<\/span>https:\/\/opendigifi.files.wordpress.com\/2019\/06\/61c23-finnishsixstrategiesforeffectivelearningposters.pdf<\/span><\/a>\u00a0<\/span><\/p>\n