Strategies That Make Learning Last

Autor/in	Willingham, Daniel T.
Titel	Strategies That Make Learning Last
Quelle	In: Educational Leadership, 72 (2014) 2, S.10-15 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Learning Strategies; College Students; Lifelong Learning; Pretesting; Concept Teaching; Time Factors (Learning); Self Management; Metacognition; Independent Study; Learning Processes; Educational Practices; Change Strategies + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Life-long learning; Lebenslanges Lernen; Vortest; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Learning process; Lernprozess; Bildungspraxis; Lösungsstrategie
Abstract	Researchers have asked college students how they study, and the results show that most use four inefficient strategies that do not often work: (1) reading assigned chapter, trying to understand individual sentences as he goes but not necessarily ensuring he's got the overall gist; (2) marking what he takes to be important points with a highlighter; (3) not looking at the chapter again until a day or two before the test; and (4) rereading the chapter in preparation for the test, with a focus on only the highlighted sections. So what can teachers do to ensure learning that lasts? This article provides four strategies that make student learning last: (1) Elaborative Interrogation and Self-Explanation--asking ones-self how the passage read relates to what they already know; (2) Distributed Practice--allocating study hours over a few days; (3) Interleaved Practice--study and practice of different concepts within a single session; and (4) Practice Testing--taking a brief quiz, rooting around in memory, trying (perhaps struggling) to remember something, is actually a great way to ensure that the memory sticks. Each of these techniques has been studied, not only in the laboratory, but also in classrooms, and are useful additions to a teacher's toolbox. (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10