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Quick Orientation to Elluminate Features

Quick Orientation to Elluminate Features. Use the emoticons and the applause features to give the presenter feedback. Use the green check and the red check to give the presenter feedback. . Type your comments and questions in the chat box here.

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Quick Orientation to Elluminate Features

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  1. Quick Orientation to Elluminate Features Use the emoticons and the applause features to give the presenter feedback. Use the green check and the red check to give the presenter feedback. Type your comments and questions in the chat box here. Participants will not use microphones for this session. Please make sure your microphone is not selected.

  2. Session facilitators David McConnell Director, OFD Professor, MEAS Ashley Grantham Program Coordinator, OFD

  3. Creating better study habits Student retrieval exercises David McConnell, OFD & MEAS, NCSU

  4. What and why? Introduction

  5. What are Retrieval exercises? • US students estimate they devote 7% their time to study* • Many students continue to employ the same study methods that they used in elementary school A retrieval exerciseis an activity that a student completes during or following studying to get an accurate assessment of their learning *Improving Undergraduate Learning, SSRC-CLA Longitudinal Project, 2011.

  6. Student studies material for initial time interval and then covers it up • Student takes a blank piece of paper and practices retrieval by writing down as much information as they can recall from the study material. • Student reviews material and practices retrieval again What is Retrieval practice?

  7. Why Practice retrieval? • Short-term memory – Repeat to remember • The more effort we put into encoding information at the moment of learning, the more we remember • Listening  writing  drawing/organizing Medina, J., 2009, Brain Rules

  8. Why Practice retrieval? • Long-term memory – Remember to repeat • Thinking or talking about an event immediately after it occurs enhances memory of the event • Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.) Medina, J., 2009, Brain Rules

  9. Forgetting Curve Normal Forgetting Curve 2 tests for Group 1 Day 0 = Initial studying of material The more time that passes before attempting retrieval, the more we forget Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.

  10. What the research tells us Evidence for using retrieval exercises

  11. X Y X Y X Y 120 college students complete a reading assignment (~250 words) • Group X studied the passage twice (7 minutes each time) • Group Y studied the passage once and then took a test • Both groups then tested at 5 minute, 2 day, and 1 week intervals • Group Y retained more knowledge after 2 days, 1 week Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.

  12. Research on learning Groups of students study material using one of four methods: • Student reads material once. • Student reads material four separate times. • Student reads material then uses it to construct a representative concept map • Student reads material, practices retrieval, repeats. Karpicke & Blunt, 2011, www.sciencexpress.org, Jan 20, p.1-4.

  13. Research on learning shows that retrieval practice is the most effective study method: Students don’t know this Karpicke & Blunt, 2011, www.sciencexpress.org, Jan 20, p.1-4.

  14. In class, homework Using Retrieval exercises in your class

  15. Student should complete the first retrieval practice soon after receiving the original information • During or within 24 hours of lecture (students will need practice) • Immediately following a reading assignment or after reviewing class notes • Prior to an exam • For maximum effect, retrieval effort should be repeated at regular intervals prior to exam (e.g., weekly) Retrieval practice Timing

  16. In class retrieval practice Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer. Control Group:No pauses for discussion in lecture. Students completed a free recall exercise after lecture • Experimental Group – number of facts recalled: 22.97* • Control Group – number of facts recalled: 16.63 Ruhl, Hughes, and Schloss., 1987. Teacher Education and Special Education, v.10 #1, p.14-18

  17. Most students are unaware of effective learning strategies • Instructors can guide students in use of retrieval technique • Students should test themselves or reflect on material soon after they receive it, and repeat the process again at spaced intervals prior to an exam Summary

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