Blair Kettle’s Post

What are the best and most effective study and learning techniques? this paper answers the question: Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

A special issue of the journal 'Educational Psychology' is calling for papers. Topic: The SRL-Achievement Link in Technology-Enhanced Learning Environments Abstracts are due by December 31, 2024. https://lnkd.in/gf-xHyza #education #research

Here is an interesting article about the correlation between study techniques and achievement in upper school students (it includes a reflection on the effects of student beliefs and attitudes toward learning as well). Not surprisingly, it shows that highlighting and copying notes have no or limited impact on learning. Rather, methods and techniques like summarizing and making meaning of content are what impact student learning the most. Additionally, and not surprisingly, it stipulates that if the learning environment prioritizes performance goals, so will students. While teachers may strive for transferable competence and deep learning, course goals focused on performance imply that school achievement does not necessitate a derivation of deep meaning-making. We can see this in how student study techniques focus on how to ace a test rather than learn for future, critical thinking applications. The article specifically notes that students, "see performance goals (such as achieving high grades) and learning goals (such as gaining knowledge and understanding) as independent of each other" (Ruiz-Martin et al., 2024). What are your thoughts? #cognitiveresearch #diveintolearning #learningstrategies #bestpractices

We have all heard the expression ‘you learn from experience’ or ‘if they discover it they will be more likely to remember it’. However, what evidence are those accepted understandings in education built on? Is it teacher observation or cognitive bias? Could we be brave enough to be disciplined to reflect on our effectiveness and seek out real points of data? Could we be brave enough to possibly update some of our philosophies in education? I once, as a project based learner advocate, researched and wrote a literature review on the effectiveness of problem based learning (assuming it would be excellent and make a flashy framework for building a program). I was shocked at what I discovered- the evidence wasn’t there. Instead I discovered that inquiry only had an impact when students had a rich knowledge base. The more I pulled on that thread, the more it unravelled. Inquiry has its place once students share a rich knowledge base- but sometimes we just need to explicitly teach it, make it clear, make it accessible, get them to recall it, practice it and with achievement will come the moments of ‘aha’ as the connections between bodies of knowledge are made because they have rich bodies of knowledge and big ideas built into their understanding. I hope this isn’t preachy but at the very least curiosity invoking to maybe read the article or do your own research to reevaluate the accepted belief, that inquiry based learning is king, in education circles.

You probably know about Abraham Maslow and the Maslow Heirarchy of Needs. But do you know Benjamin Bloom? Bloom helped develop a hierarchy of cognitive skills: knowledge, comprehension, application, analysis, synthesis, evaluation. Teachers have a saying that students need to Maslow before they can Bloom, meaning that students must have their needs met before they can focus on cognitive skills. Turns out, that saying applies for employees, too. So if you, or one of your colleagues, is struggling cognitively at work, maybe first check on those Maslow needs.

"Education has come a long way from traditional rote learning methods," explained Dr. Emily, a leading psychologist specializing in educational development. "In the past, the focus was on repetition, memorization, and drilling information into students. While these methods worked for some, they often failed to engage learners in meaningful ways. The brain learns best when it’s actively engaged and challenged." Dr. Emily highlighted that advancements in human psychology and brain research have shifted the way we approach learning. "We now understand that each student learns differently, and what works for one may not work for another. This is where evidence-based practices in education come in. These methods are found in research and help educators design lessons that cater to individual learning styles." She continued, "By using these techniques, schools can now provide: 1️⃣ Faster Learning – Students no longer waste time on outdated techniques. They can now grasp concepts more efficiently. 2️⃣ Improved Retention – Evidence-based methods encourage critical thinking and problem-solving, helping students retain information long-term. 3️⃣ Personalized Learning – We now tailor teaching methods based on students' specific needs, abilities, and even brain development. This individual approach boosts student success. 4️⃣ Active Engagement – Students are no longer passive recipients of information. They are actively involved, making learning a collaborative process." Dr. Emily concluded the interview with an optimistic note: "The future of education is bright. With these new practices, students can learn more in less time and with greater depth, setting them up for success both in and out of the classroom." As the field of psychology continues to evolve, the ways in which we teach and learn are becoming more efficient, adaptive, and effective than ever before. Follow For More Information #ModernEducation #PsychologyInEducation #LearningRevolution #StudentSuccess #EvidenceBasedLearning #FutureOfEducation

Theories of learning have traditionally been focused on cognition: the way working memory and long-term memory work; the importance of discipline and strict rituals; repetition, and testing. In this old paradigm, many used emotions negatively, shouting at students, being sarcastic with them, or cold and detached. However, more recent years have shifted the emphasis from cognition alone to the centrality of emotions in learning. Read on with University of the People: https://lnkd.in/e_iThrk7 International School of Geneva UNESCO-IBE

🌟Thrilled to share that our research paper, "Knowledge exploration among students: role of feedback, feeling of confidence, and academic motivation," has been published in the journal Metacognition and Learning!🌟Our study uncovers valuable insights into how high school students engage in real-time knowledge exploration. Grateful to my co-author & supervisor, Prof. Ram Manohar Singh, for his invaluable guidance throughout this journey. Read the full study here: https://lnkd.in/gyxfYrSk #Psychology #Cognition #Research #Students #Education #Metacognition #Feedback

New research offers valuable insights into why some students underperform in high-stakes exams. While it’s easy to assume that poor performance is simply due to a lack of ability, experienced educators know it’s rarely that straightforward and evidence-based practitioners understand the need to dig deeper. This study reveals that students with higher levels of test anxiety tend to avoid self-testing when preparing for high stake exams. Since we know that retrieval practice (e.g., self-testing) is a powerful tool for learning, this avoidance could be a key factor in their struggles. Conclusion - Students with higher test anxiety should be made aware that self-testing is a critical strategy used by successful learners. Educators can help by encouraging these students to see that making mistakes during practice isn’t a sign of failure - it’s a crucial part of the learning process. #Education #EvidenceBasedPractice #TestAnxiety #StudentSuccess #LearningStrategies #RetrievalPractice #HighStakesExams #EdResearch https://lnkd.in/eMsxhrt3

How Does Psychology Impact our Understanding of Learning? Check out this week’s article! #globallearning #training