Significant learning is usually difficult. When learning is easy, it is often superficial and soon forgotten. Effortful learning changes the brain.
Fragmenting your attention never works. Have laser like focus on one task for a finite period of time.
Monotasking = success!
Steve McCabe from Mighty Minds says...
The multitasking problem worsens with our growing connection to our mobile devices - we are finding that our next working generation can not ignore their phones and have a constant need to feel "connected". With notifications a constant and instant feedback a requirement by many young people, the negative impact on productivity is already evident.
So how do we change this behaviour?
A focus on monotasking. By ensuring that young people put their attention on one task at a time, better accuracy and completion can be achieved.
Some strategies to teach our students how to monotask effectively include:
Plan the work to be done. Chunk up your time and give yourself break times so you know when you will be stopping. Use the Pomodoro Technique.
Put your phone away. Don't have it sitting near you where you can see the notifications flash up.
Write a list of everything that would distract you from work and then spend time ensuring that it is all organised before you begin work. For example - finding the right music? Create a playlist. Thirsty? Have a bottle of water on your desk. Hungry? Sort out some snacks!
The spacing effect demonstrates that learning is more effective when study sessions are
S-P-A-C-E-D out.
This effect shows that more information is encoded into long-term memory by spaced study sessions
Many studies have concluded that the spacing effect
(1) is real
(2) that it applies to all human beings
(3) that it is relevant to most situations
(4) is a powerful learning factor
(5) ought to be utilised in our learning!
The spacing effect describes how spacing learning events, rather than massed successive learning, enhances long-term retention of knowledge and understandings (Vlach & Sandhofer, 2012).
Brown, Roediger & McDaniel (2014) suggest that time is needed between learning episodes for some forgetting to take place, requiring more effortful retrieval the next time prior learning is needed. They attributed lasting learning to this effortful retrieval.
The closer you are to forgetting a piece of information the more you will profit from reviewing.
It is important, however, that you don’t wait too long. After the point of forgetting it is almost as difficult to relearn the piece of information as the first time you learned it. That’s why it is necessary to know exactly when you will forget a piece of information
One example of a mnemonic is the 7 coordinating conjunctions For, And, Nor, But, Or, Yet, and So which create FANBOYS.
A simple example of this is using the “ABC” song to learn the alphabet.
Another example, imagine you meet a new boy named Brian who has a bowl cut. You can remember his name by saying Bowl Cut Brian in your head—the connection of his haircut with his name and the “B” alliteration is a helpful memory aid!
A mnemonic, also known as a memory aid, is a tool that helps you remember an idea or phrase with a pattern of letters, numbers, or relatable associations. Mnemonic devices include special rhymes and poems, acronyms, images, songs, outlines, and other tools. Mnemonic (pronounced ni-mon-ik) is derived from the Greek phrase mimnēskesthai meaning to “remember.”
An example of an acrostic mnemonic is “Never Eat Soggy Weetbix”, which recalls compass directions in clock wise order- north, east, south and west. An acronym mnemonic is perfect for remembering instructions, such as how to treat a sprain, using RICE – Rest, Ice, Compress, Elevate.
It’s amazing how we can remember lyrics from decades ago, but can’t remember what we ate for lunch. That’s the power of music- it’s an emotional experience that deeply embeds itself within our minds. So if you’ve got a tricky batch of facts to absorb, set them to the tune of a song and you’ll be reciting them in no time. Rhymes are also very effective for remembering information, such as the very well-known “I before E except after C”.
When you’re faced with a long string of numbers, you can group them into chunks that are a lot more memory-friendly. This is what we do with phone numbers and bank numbers, which are essential to know, but difficult to recall. A group of 3-4 numbers will be easier to visualise, so keep those chunks short and sweet.
The keyword method is especially helpful for learning another language. For example, the Spanish word for cat is gato, which resembles the word gate, so to help you remember, you could visualise a cat sitting on top of a gate. Keywords will vary from person to person, depending on how your brain forms associations.
One of the oldest mnemonic devices is the Loci method, which requires you to link information with a certain space that you know well by memory, such as your house. A great opportunity to use the Loci method is when you turn up at the grocery store without your shopping list. Visualise yourself walking through your house, through the kitchen, through the laundry. What’s missing from your fridge- orange juice? What do you usually have in your laundry cupboard- washing powder? Humans have a better ability to remember spaces rather than facts, so it can be a great help to mentally ‘walk past’ objects and spaces that will jog your memory.
Associating information with a physical object, even with your own body, can really help with information recall. A great example of this is using your knuckles to remember how many days in a month (each knuckle is 31 days, each dip between knuckles is 30 days [or 28]), or using your fingers to multiply numbers by 9 (eg. 9 x 4, hold down finger #4 of 10, you’ve got 3 fingers on the left and 6 on the right, the answer is 36).
An example...
Cornell notes help us to 'chunk' information. Chunking information makes it easier for our brains to remember it.
The notes mimic assessment formats - they provide a cue and a response just like an exam.
The format of Cornell note make it easy to revise and test ourselves.
Chunk your sessions
Create designated study area
Study actively - recall versus recognition
Take more effective notes
Summarise or teach what you have learned
Use textbooks correctly
Use mnemonics to memorise facts
acronyms - e.g ROYGBIV
coined sayings
image associations
Check out these slides to the right taken from the Elevate Book - The Science of Success.