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https://students.dartmouth.edu/academic-skills/learning-resources/learning-strategies

READING

Enhance your ability to comprehend more in less time.

LISTENING & PARTICIPATION

Tips on how to improve your listening and retention, as well as participation

NOTETAKING

Resources on how to take effective class notes for yourself and your classmates.

STRATEGIC LEARNING VIDEOS & BOOKS

Three books and twelve videos that present the effective ways to learn and study.

MEMORY & RETENTION

Resources on staying motivated and improving your memory.

TESTS & EXAMS

Information about preparing for tests and exams as well as test-taking strategies.

LEARNING ASSESSMENT

Information on how to determine your learning style.

ENGAGING WITH FACULTY

Information about how to get to know your professors.

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Learning Strategies | Academic Skills Center

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https://www.kent.edu/onlinelearning/effectivelearningstrategies

EFFECTIVE LEARNING STRATEGIES

By Dr. John Dunlosky

MINDSET

GOAL SETTING

DISTRIBUTED PRACTICE AND TIME MANAGEMENT

EFFECTIVE STUDY

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Mindset; Goal Setting; Distributed Practice and Time Management; Effective Study

Whether learning online or in a physical classroom, there are techniques and habits that can help us become more effective learners. The following videos introduce some of the research about learning to help students develop more efficient study techniques.

Mindset

One important aspect of success is not a strategy, but involves your attitudes toward learning. The belief that anyone can succeed, which is called a growth mindset, is absolutely correct and provides a key foundation of any students' success. You'll learn why anyone can succeed and that you should adopt a Growth Mindset in college.

Goal Setting

A common theme among the most successful people in all walks of life is that they set goals, but not any goals - setting the right kind is essential. Unfortunately, most people are not taught how to set effective goals and how to use them, so we describe how you can develop this essential skill for success in college and in your career.

Distributed Practice and Time Management

Distributed practice is an incredibly effective learning strategy. You will need to set goals to use it and manage your time using a daily calendar. Time management skills will be valuable for your life-long success, and this section will help you begin developing and adapting this important skill for use in college.

Effective Study

Here are several learning strategies that you will be able to apply and profit from in many of your courses. Importantly, this section provides some focused instruction on how to get the most of these strategies.

About the Author

Dr. John Dunlosky is a Professor of Psychology in the Department of Psychological Sciences, where he has taught since 2004, and is currently the Director of the Science of Learning Center at Kent State University.

Since his post-doctoral training at Georgia Institute of Technology, he has explored people's metacognitive capabilities towards understanding how to improve student learning and achievement.

A major aim of his research program is to develop techniques to improve the effectiveness of people's self-regulated learning across the lifespan.

A fellow of the Association for Psychological Science, he received the Distinguished Scholar Award in 2010 from Kent State and is a founder of the International Association for Metacognition. He co-authored Metacognition, which is the first textbook on the topic, and has edited several books on education, and metacognition.

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Effective Learning Strategies Online Learning | Mindset; Goal Setting; Distributed Practice and Time Management; Effective Study Whether learning online or in a physical classroom, there are techniques and habits that can help us become more effective learners.

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https://mcgraw.princeton.edu/7-strategies-for-success

7 Strategies for Success

Get to know yourself as a thinker and learner.

Set a personal goal for each course.

Manage your time and your attention.

Think like a professor.

Review your notes as soon as possible after class.

Do a little work on an assignment the day it’s given, preferably mapping out a plan or outline for its completion.

Explain a difficult idea, concept, problem, or passage to a friend.

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1. Get to know yourself as a thinker and learner. When and where are you most productive? What tends to distract you? Knowing your intellectual proclivities and habits helps you to apportion your time more effectively and to be more productive overall.

2. Set a personal goal for each course. Instead of focusing solely on the grade, consider how each course deepens your expertise in a field of interest or contributes to your overall intellectual development. In other words, motivate yourself in terms of mastering skills and concepts as opposed to getting a good grade or avoiding a bad one.

3. Manage your time and your attention. People who devise detailed, goal-directed schedules are more productive and less stressed. And once you've scheduled your calendar, focus and stick to it by setting external stakes (meeting with professors, a reading group, or a Learning Consultant) and rewards (dinner with friends, TV, etc.). During a study session, be in the moment: turn off distractions (cell phones, e-mail) and dedicate yourself to a single task. Divide or continuously switch your attention to various tasks and you do several things poorly instead of one thing well.

4. Think like a professor. Instructors have reasons for why they craft their courses as they do. As you move through your courses, spend some time considering these reasons. Ask yourself, for example, why you're reading this text and this point in the semester or what this writing assignment is designed to help you to do.

5. Review your notes as soon as possible after class. Students forget 50% of what they learn if they don't review within 24 hours and 65% if they don't review within a week. Even a brief review pays off.

6. Do a little work on an assignment the day it's given, preferably mapping out a plan or outline for its completion. Starting a project often proves the hardest part; starting early gets you over this high hurdle with plenty of time to develop your work.

7. Explain a difficult idea, concept, problem, or passage to a friend. Research shows that one of the most effective ways to learn is to teach. If you try to explain what you've been studying to another, you'll transfer the information from short- to long-term memory, and you'll more clearly see what you understand and what you don't.

Take advantage of all the wonderful resources at Princeton designed to help you succeed as a student, including the McGraw Center's offerings; strategies workshops, review sessions, individual and group tutoring, as well as the Writing Center, reference librarians at Firestone, etc.

7-strategies-for-success.pdf -- For additional Resources, Handouts, and Advice visit McGraw's Learning Library.

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Get to know yourself as a thinker and learner. When and where are you most productive? What tends to distract you? Knowing your intellectual proclivities and habits helps you to apportion your time more effectively and to be more productive overall. Set a personal goal for each course.

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https://www.csn.edu/advising/generalacsresources

College Success & Learning Strategies

1. Success Strategies

2. Succeeding Inside and Outside of the Classroom:

3. General Study Strategies

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Academic Advising helps students develop learning strategies, self-motivation, advocacy, and persistence - all skills linked to achieving greater academic success. The following information is a synopsis of critical practices that can make a difference between a student experiencing academic success or failure.
Success Strategies: Planning on Taking On-Line Courses:
The online learning process is normally accelerated and requires commitment on the learner's part. Staying up with the class and completing all work on time is vital. Once a learner gets behind, it is very difficult to catch up.
Find out if you are ready to take an online class Important tips if you decide to take an online course:

Must value high quality learning outside the traditional classroom
​An online learner should expect to:

Participate in the virtual classroom 3-5 days a week

Respond to classmates' ideas and questions

Use technology properly

Complete assignments on time

Enjoy communicating in writing

Follow these overall guidelines to achieve success in an online course (© Robert M. Sherfield, Ph.D. 2005):

Develop a schedule for completing each assignment and stick to it! This is the biggest problem with online classes.

Keep a copy of all work mailed, e-mailed, or delivered to the professor.

Always mail, e-mail, or deliver your assignment on time - early if possible.

Try to find someone who is registered for the same course so that you can work together or at least have a phone number to call if you run into a problem.

Take full advantage of any online orientation or training sessions.

Participate in class and in your groups (if you are assigned a group).

If you have a computer failure, have a backup plan.

Log in EVERY DAY even if you do not have an assignment due.

Alert your professor immediately if you have family, computer, or personal problems that would prevent you from completing an assignment on time.

Work ahead if possible.

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Academic Advising helps students develop learning strategies, self-motivation, advocacy, and persistence - all skills linked to achieving greater academic success. The following information is a synopsis of critical practices that can make a difference between a student experiencing academic success or failure. Success Strategies:

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https://web-s-ebscohost-com.northeastlakeviewcollege.idm.oclc.org/ehost/ebookviewer/ebook/bmxlYmtfXzgwMjEzOF9fQU41?sid=6b4934ea-9d78-4f78-8c1d-83e6202db767@redis&vid=0&format=EB&rid=1
Human Auditory Evoked Potentials
The human audi-tory evoked potentials (EPs) — the elec-trical changes that are generated in the human ear or brain in response to sounds.

MLA 8th Edition (Modern Language Assoc.)

Picton, T. W. Human Auditory Evoked Potentials. Plural Publishing, Inc, 2011.

Each sound we hear comes from a source (an auditory object). The source usually is located somewhere in space and typically has a defining spectro temporal pattern.

MLA 8th Edition (Modern Language Assoc.)

Picton, T. W. Human Auditory Evoked Potentials. Plural Publishing, Inc, 2011.

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ACES is a secure portal that provides students, staff, and faculty with access to various applications using a single sign-on. As an ACES user, you will have access to register for classes, financial aid information, email, library resources, and online courses. ACES will also provide you with the latest information of events and important news taking place within your college.

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ACES is a secure portal that provides students, staff, and faculty with access to various applications using a single sign-on. As an ACES user, you will have access to register for classes, financial aid information, email, library resources, and online courses.

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GCFLearnFree.org

a short video about learning in different ways as well as finding out a learning style that fits for you. “There is no right way to study. Some methods might work well for some but not for others”. In order to find a method that works well for you you can complete an online quiz or look at what you have been doing in your past to assess what you may need to do in order to help yourself. The video also states the learning styles that are the most popular learning styles visual, auditory, kinesthetic, and or reading/writing. These styles can also be combined with one another.

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https://web-s-ebscohost-com.northeastlakeviewcollege.idm.oclc.org/ehost/ebookviewer/ebook/bmxlYmtfXzU5MTY5Ml9fQU41?sid=1b487f15-7f00-42d8-bdf5-51caddbe68c1@redis&vid=0&format=EB&rid=1

Title: Learning Through Visual Displays

"Cognitive load theory (CLT) is an instructional theory derived from our knowledge of the evolutionary bases of human cognitive architecture and the instructional consequences that flow from that architecture". (page 24) (short version: the way we process information)

MLA 8th Edition (Modern Language Assoc.)

Gregory Schraw. Learning Through Visual Displays. Information Age Publishing, 2013.

"Basically, the human cognitive architecture comprises three essential components: sensory memory, working memory, and long-term memory" (Atkinson & Shiffrin, 1968).

MLA 8th Edition (Modern Language Assoc.)

Gregory Schraw. Learning Through Visual Displays. Information Age Publishing, 2013.

"long-term evolution enables us to acquire these skills simply by being immersed in a language-rich environment. In contrast, biologically secondary knowledge, such as literature, mathematics, and science, has only recently been required as cultural knowledge. Therefore, although we may be able to acquire this type of knowledge that has been accumulated during the relatively short period of civilization, we have not explicitly evolved to acquire such knowledge".

MLA 8th Edition (Modern Language Assoc.)

Gregory Schraw. Learning Through Visual Displays. Information Age Publishing, 2013.

"The purpose of the volume is to explore the theory, development, and use of visual displays and graphic organizers to improve instruction, learning, and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies".

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In middle school I used to read things over and over again in order to help me understand the information that was given to me. When I started high school This process started to work less  and less. I had a better time seeing a visual interpretation on what we were learning as well as a group example.

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How We Learn As We Age | Alan Castel | TEDxACCD

Alan Castel

The Youtube video Alan Castel starts off by telling his audience that our mind can sometimes play tricks on us in order to make sense of the world that we live in. Sometimes the tricks are helpful and other times they are not as much. With all the information in this world we become selective on what information we take in. Alan Castel states that just because we may see something millions of times doesn't mean that we will remember it. “Seeing something and noticing it are two different things,” Alan Castel said. An example he gave was asking his colleagues if they knew where the fire extinguisher in the building was. He then followed up by asking them to go find it. Most of them had found the one across the hallway but not the one close to the doorway where their office space was located. When asked the next day they then found it immediately. This is because they failed the first time and learned where it was for the second time they were asked. Alan Castel says failure is a good technique to learn from.

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How We Learn As We Age | Alan Castel | TEDxACCD

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DJ Cunningham

In the video the DJ asked the audience what people are most afraid of. He answers the question by saying most people are afraid of embarrassment. “Fear motivates us to do crazy things” (DJ Cunningham) we will cheat, lie, and or procrastinate in order to make ourselves feel better than to learn from that outcome. He goes on and asks the questions of how he can learn from the mistakes made in the past to improve what you can learn in the present. DJ states that the idea that would help him is self efficacy. With self efficacy learned that would then lead to resilience. The two skills in order to improve self efficacy is learning to advocate for yourself by communicating your needs. The second was to be more self efficient. With those two skills together you will be able to determine what is the best possible way for you to find the best learning style that fits your needs.

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Learning Via Your Style | DJ Cunningham | TEDxYouth@Toronto

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Raul Salcedo What are cognitive learning strategy's,  Behavioral learning strategy's, and self regulator strategy's

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Raul Salcedo What are cognitive learning strategy's,  Behavioral learning strategy's, and self regulator strategy's

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Cognitive Learning Strategy's
1) Rehearsal - Procedures to repeat to oneself the material being learned
2) Organization - Procedures to identify key issues, and to create mental structures which group and interrelate elements to be learned
3) Elaboration - Procedures to examine implications, and to make mental connections between material to be learned and existing knowledge
Behavioral Learning Strategy's
1) Interpersonal Help-Seeking - Procedure to obtain assistance from other people
2) Seeking help from written material - Procedures to obtain information from written documents, manuals, computer programs, and other non-social sources
3) practical application - Procedures to increase ones knowledge by trying things out in practice
Self Regulator Strategy's
1) Emotional Control - Procedures to ward of anxiety and prevent concentration failures caused by the intrusion of anxiety-linked thoughts
2) Motivational Control - Procedure to maintain motivation and attention despite a limited interest in the task
3) Comprehensive monitoring - Procedure assess the degree to which learning goals are being archived and to modify learning behavior if necessary (PG.311-314)

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Raul Salcedo What roles do learning strategies play for students and what is needed for understanding effective strategy's 

# data[].attributes.subject
Raul Salcedo What roles do learning strategies play for students and what is needed for understanding effective strategy's 

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"Tornberg (2000) points out how learning strategies take on a distributing role arguing that student's previous knowledge, their learning style and the problems they face influence there their choice  of strategy" (PG.182)
"Valid assessment and evaluation is essential for identifying and building out effective strategy's" (PG.182)

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WorldCat Discovery helps people navigate their research journeys to find and get resources from Northeast Lakeview College and libraries worldwide.

# data[].attributes.headline
Raul Salcedo What are the learning Strategies used By adults?

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Raul Salcedo What are the learning Strategies used By adults?

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1) Orientation Strategies
2) Management Strategies
3) Information Processing Strategies
4) Evaluation of Learning Outcomes
Learning "strategies work together to help the learner accomplish goals."  (PG.10-11)

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Raul Salcedo What are the 5 Recognized Cognitive Learning Stratigies? What Motivations are corresponded to the 3 core learning stratigies?

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Raul Salcedo What are the 5 Recognized Cognitive Learning Stratigies? What Motivations are corresponded to the 3 core learning stratigies?

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1) Deep Learning
2) Elaborative process
3) Agentic Learning
4) Methodical Learning
5) Literal Memorization
"Geisler-Brenstein et al. (1996) " (PG.360)
"Biggs (1987) made a distinction between three types of learning strategies: deep, surface, and achieving, each corresponding to a particular study motivation: intrinsic, extrinsic, and achievement motivation, respectively" (PG.360)

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WorldCat Discovery helps people navigate their research journeys to find and get resources from Northeast Lakeview College and libraries worldwide.

# data[].attributes.headline
Raul Salcedo What is the definition of Learning Strategies in terms of English learning in children? How is it used in practice?

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Raul Salcedo What is the definition of Learning Strategies in terms of English learning in children? How is it used in practice?

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"It is the learning strategy to which the child conforms that determines the subset of innate grammars that can be successfully paired with incoming languages."
"As an example of a learning strategy, suppose that children are not able to store past data, and therefore revise conjectured grammars only on the basis of recent inputs; the result may be that children cannot learn every language for which they can generate hypotheses"

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WorldCat Discovery helps people navigate their research journeys to find and get resources from Northeast Lakeview College and libraries worldwide.

# data[].attributes.headline
Raul Salcedo What Cognitive Learning Is And What Cognitive Strategies are used to Enhance Learning and Retention

# data[].attributes.subject
Raul Salcedo What Cognitive Learning Is And What Cognitive Strategies are used to Enhance Learning and Retention

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"Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning."
1) spaced retrieval practice
2) interleaving
3) elaboration
4) generation
5) reflection

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Ariel S. Winn,*,1, ² Lisa DelSignore, 3, ⁴ Carolyn Marcus, 2, ⁵ Laura Chiel, ⁶ Eli Freiman, ⁷ Diane Stafford, 8, ⁹ and Lori Newman 1, ¹⁰

Abstract

Introduction

Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning.

Methods

We developed an interactive workshop for a national conference of pediatric educators to teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving, (3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked participants to commit to making a change in their teaching as it related to the workshop and then queried them 6 weeks later about their implementation successes and barriers.

Results

Of the 161 participants registered for the workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey. Eighty-two percent of those respondents ( n = 18) reported implementing a change based on the workshop, with 77% of respondents implementing a change that they had committed to directly after the workshop and 55% implementing a change that they had not originally committed to at the end of the workshop.

Discussion

This workshop successfully led to behavioral change in the teaching of cognitive learning strategies. We anticipate that this will lead to improved learning among the trainees whom participants teach.

Keywords: Cognitive Learning Strategies, Active Learning, Memory Science

Educational Objectives

By the end of this interactive workshop, learners will be able to:

1.

Identify and describe five cognitive learning strategies.

2.

Identify clinical teaching opportunities to apply cognitive learning strategies.

3.

Implement different cognitive learning strategies in various clinical teaching settings.

Introduction

Medical researchers project that the collective body of medical information will double every 73 days by 2020.1 It is incumbent on medical schools and clinical training programs to help students and trainees learn to absorb, organize, store, and retrieve this vast amount of information. Historically, students and trainees have been taught using passive learning strategies, such as rereading, highlighting, and cramming, along with attending lectures, conferences, or grand rounds as inactive participants. These passive learning strategies can be effective for short-term information recall, leading to the illusion of knowledge mastery, but are rarely effective in producing sustained learning.2-7

In contrast, there is emerging literature, popularized by the book Make It Stick: The Science of Successful Learning,4 indicating that applying cognitive learning strategies in active learning environments can help achieve more productive and sustained learning.4-9 Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning.6,10-11 These learning strategies engage learners in activities in which they are responsible for performing tasks while thinking about what they are learning and why they have reached particular solutions.4-9,12-14 There is solid evidence that routine integration of these strategies coupled with daily active learning practice results in higher-order and sustained learning outcomes.15-18

Although some medical educators have started to adopt active learning practices in the classroom setting, including the integration of problem-based learning, team-based learning, and flipped classroom models,12,19-22 many faculty have not received instruction on cognitive learning strategies.12 As more students enter medical school with exposure to cognitive learning strategies from their undergraduate college experiences, they will expect to engage in active learning using these strategies. Moreover, learners have increasingly begun to accept that delayed gratification and desirable difficulty lead to sustained retention of newly acquired knowledge and skills.4,23-25 Health professional students should therefore expect their faculty to be well trained in cognitive learning strategies.

In this workshop, participants learn the theory behind five specific evidence-based cognitive learning strategies. We identified these five strategies, after an extensive search of the literature, as valuable, practical, and easy to adopt within one's own teaching practice while greatly improving learning and retention of information. The five cognitive learning strategies addressed in this workshop include spaced retrieval practice, interleaving, elaboration, generation, and reflection2,4,6,8,9,12 (see Appendix A for definitions). Participants apply these cognitive learning strategies using concrete examples (both clinical and nonclinical) and engage in active group discussion and authentic practice. To encourage behavior change, participants then determine how to integrate these cognitive learning strategies into their current clinical teaching settings. This workshop provides a platform for health care professional educators to gain an understanding of five evidence-based cognitive learning strategies, apply these strategies, and then determine ways to incorporate cognitive learning into their teaching to promote knowledge gain, retention, and learner satisfaction. This workshop contributes to and enhances the existing literature on cognitive learning strategies, as it allows participants to practice each strategy and then determine practical ways they can incorporate the strategies when teaching in their own medical field or clinical discipline. Other workshops have focused primarily on questions, small-group discussions, or role-play as a way of teaching other active learning strategies based in cognitive learning theory.26-30 We know of no other source that provides this comprehensive educational experience.

Methods

Session Description and Implementation

We planned and presented this 90-minute workshop for the 2018 annual national meeting of the Association of Pediatric Program Directors (APPD). This workshop was adapted from a similar half-day retreat that we originally constructed for the Boston Children's Hospital Academy for Teaching and Educational Innovation and Scholarship, an interprofessional academy inclusive of self-identified clinician-educators (trainees, faculty, and health care professional staff) from all pediatric departments at Boston Children's Hospital.

A total of 161 participants registered for the APPD workshop. Registration information collected by the APPD organization showed that participants included pediatric residents, chief residents, and fellows, as well as junior and senior attending faculty members. No specific prerequisite knowledge of active learning or cognitive learning strategies was required. Our workshop was facilitated according to the outline and time line in the Table .

Table.

Time

Topic/Activity

Facilitator Responsible

Materials

5 minutes

Brief introduction to workshop objectives and facilitators

All facilitators

Microphones

15 minutes

Interactive didactic session on cognitive learning strategies ( Appendix B)

One facilitator

Laptop and projector for the PowerPoint presentation, microphones

50 minutes (10-minute sessions)

Small-group sessions:

Divided among facilitators

Cognitive learning strategies worksheet ( Appendix A, p. 1), large easel/flip chart with strategy already written out

15 minutes

Large-group discussion

All facilitators

Microphones

5 minutes

Workshop feedback completion

One facilitator

Commitment-to-change form ( Appendix H)

Facilitators of our session included attending physician educators, nonphysician medical educators, and chief residents (although we recognize that residents, fellows, or other health care professionals could also facilitate this session). All facilitators were well versed with the book Make It Stick: The Science of Successful Learning.4 Prior to the session, we suggested that each facilitator learn about the cognitive learning strategy he or she was responsible for presenting, either through the relevant sections of the book or through other relevant materials of the facilitator's choosing. Although we had more than five facilitators available to present the workshop, two facilitators could reasonably present the session in its entirety.

The first 5 minutes of the workshop involved a brief introduction to the session's organization, goals, and objectives and to each of the facilitators (name, educational role, and hospital/program affiliation). One facilitator then gave a 15-minute interactive didactic presentation ( Appendix B) that reviewed the differences between passive and active learning strategies, how active learning strategies promote learning for mastery, and how active learning strategies derive from cognitive learning theories. The presentation also included an overview of the specific cognitive learning strategies that would be practiced in small groups during the workshop.

The workshop then segued into the small-group sessions that focused on active practice of the five cognitive learning strategies over a 50-minute time frame. Participants were seated accordingly at five round tables. A limited number of chairs were assigned to each round table to encourage smaller group sizes. Groups were divided randomly, based on where participants chose to sit for the introductory portion of the workshop.

Facilitators were assigned to teach one cognitive learning strategy and rotated to each of the five tables while participants remained stationary. The facilitators were responsible for conducting a 10-minute session at each table based on their assigned strategy. Each 10-minute session was structured as follows:

The facilitator briefly reviewed the strategy and presented what was known about it based on educational and cognitive psychology literature (2 minutes).

The group engaged in an interactive activity to practice using the strategy and experience how it enhanced learning (5 minutes).

The group brainstormed suggestions on how the strategy could be applied to teaching in their clinical practice settings (3 minutes).

Each of the cognitive learning strategy activities the facilitators modeled is included in Appendices C- G. Participants were also given a cognitive learning strategy worksheet on which to take notes during the small-group sessions (first page of Appendix A). Please note that for programs in which only two facilitators are available, we suggest dividing the room in half, having one facilitator present two strategies and the other facilitator present three strategies, then switching. We have found that learning from multiple presenters enlivens the activities and discussions and reduces cognitive load.

After the small-group activity concluded, all participants reconvened as a large group to reflect on the session and pose questions to the facilitators for 15 minutes. Five of the seven facilitators made up the panel, whereas the additional two facilitators walked around the audience with microphones and stimulated discussion among the large group. Participants were encouraged to share experiences, questions, and challenges related to applying these cognitive learning strategies in actual clinical teaching settings. (For programs with two facilitators, we suggest one large-group discussion.) The last 5 minutes of the workshop were reserved for a short wrap-up session during which participants were encouraged to complete the commitment-to-change assessment form ( Appendix H). They were informed that they would receive an email follow-up from the facilitators in 6 weeks to inquire if they had implemented any changes to their teaching practices based on what was learned during the workshop.

Evaluation Strategy

Our evaluation strategy was based on the commitment-to-change framework31 first introduced in 1982 by Purkis.32 The framework measures behavioral change by asking attendants of an educational session to commit to a behavioral change. The framework then keeps track of the attendants to understand their success in the implementation of the behavioral change and identifies any barriers to successful implementation. At the end of our workshop, we asked participants to voluntarily complete our commitment-to-change assessment tool ( Appendix H). Six weeks after the workshop, we emailed the participants who completed the assessment tool. In the email, we included a scanned copy of their initial commitment-to-change form and asked them to complete an online assessment about their implementation successes and barriers ( Appendix I). We sent reminders at 1- and 2-week intervals.

Results

Of the 161 people registered for our workshop, 24 (14.9%) identified as residency program directors, 13 (8.1%) identified as fellowship program directors, 48 (29.8%) identified as associate residency program directors, five (3.1%) identified as associate fellowship program directors, 41 (25.5%) identified as chief or former chief residents, 10 (6.2%) identified as residents, three (1.9%) identified as hospitalists, five (3.1%) identified as coordinators, and 12 (7.4%) identified as other. We were unable to collect further data on the participants who attended the workshop and suspect that a small portion of those who registered did not attend and that a small percentage of attendants did not preregister.

Of those who attended the workshop, 52 completed our voluntary commitment-to-change form ( Appendix H) at the end of the workshop. One hundred percent of respondents reported they were planning to make a change in their teaching as a result of participating in the workshop. Two of the authors (Laura Chiel and Eli Freiman) reviewed the responses to question 2 separately and categorized the responses into the five cognitive learning strategies-spaced retrieval practice, interleaving, elaboration, generation, and reflection-and other (if unrelated or unclear relationship to a specific learning strategy). The two authors agreed on 96% of the forms. For the two forms without agreement, a third author (Lisa DelSignore) offered her categorization and prompted discussion, allowing them to reach 100% consensus. Eight respondents listed changes that corresponded to more than one cognitive learning strategy. The categorizations of these responses are listed in Figure 1 . The most frequent cognitive learning strategies cited were interleaving and reflection.

Forty-eight of 52 respondents wrote their email addresses on the initial form ( Appendix H) and were therefore able to participate in the follow-up survey. Twenty-two of these 48 participants completed the follow-up survey ( Appendix I), corresponding to a 46% response rate. Eighty-two percent of respondents ( n = 18) reported implementing a change based on the workshop. Seventy-seven percent of respondents ( n = 17) reported implementing one of the changes they had committed to at the end of the workshop. Fifty-five percent of respondents ( n = 12) implemented a change related to the workshop that they had not committed to at the end of the workshop. Fourteen percent of respondents ( n = 3) said that they had not yet implemented a change. Two of the authors (Laura Chiel and Eli Freiman) again reviewed the responses to question 3 separately and categorized the responses into the five cognitive learning strategies-spaced retrieval practice, interleaving, elaboration, generation, and reflection-and other. The two authors agreed on 100% of the forms. Six respondents listed changes that corresponded to more than one cognitive learning strategy. The categorizations of these responses are shown in Figure 2 . Three respondents did not implement any change based on the workshop. When asked about barriers to implementing change, two responded that they were not currently involved in any teaching, and one stated an intention to implement the change.

Discussion

We designed a faculty development workshop to teach pediatric educators five principles of cognitive learning strategies and found that participants were able to incorporate these learning strategies into their teaching as a result of the workshop. Our evaluation strategy was based on Purkis' commitment-to-change framework.32 The evaluation aligned with the third level of Kirkpatrick's evaluation model-learner behavior-in that the evaluation took place posttraining, when participants had returned to their own institutions, and determined the extent to which participants implemented or transferred what they learned during the training session.33 Using the commitment-to-change evaluation strategy provided solid evidence that participants gained knowledge and skills from the workshop and applied that learning to their own training programs. Those who did not implement a change reported that they either were not involved in teaching or still planned on implementing the change, without foreseeable barriers.

At the end of the workshop, participants were more committed to using interleaving and reflection than the other strategies. Interestingly, back at their home institutions, participants put all five strategies to use, suggesting that generation, elaboration, and reflection were easier to implement than participants had initially thought. In addition, more than half of the respondents reported implementing a change that they had not committed to during the workshop.

We have been able to reflect on the design and implementation of the workshop. Each activity was purposefully focused on a nonmedical topic, drawn from everyday life, allowing for presentation of the workshop across clinical disciplines and professions. Using nonmedical topics also ensured that medical information did not distract from the workshop. However, during each exercise, we brainstormed with the group how the strategy could be applied to clinical teaching. This sparked rich conversations as participants generated examples that related to their clinical settings. Participants also shared concerns about anticipated challenges and solutions to using the strategies. On further reflection, we realized that brainstorming implementation strategies could benefit from more time in future sessions. We also noted that all facilitators for the academy retreat and APPD workshop were physicians or involved in medical education. Given that these five cognitive learning strategies can be generalized to all health care professionals, it may be appropriate to have an interprofessional panel of facilitators, especially for audiences drawing from multiple professions. Inviting facilitators from varied health care professions routinely leads to the discovery of common teaching challenges and sharing of optimal solutions.

We believe that it is ideal to have five facilitators available to lead the workshop to allow one facilitator to teach each of the five cognitive learning strategies. We found that the variety of having five people rotate to each of the small groups increased the participants' interest and eagerness to learn all of the strategies. This configuration may present challenges for those trying to replicate the workshop, as not all educational programs may have this number of available facilitators. One solution to increase the number of presenters is to include residents or fellows as facilitators, as the strategies apply to all levels of learners, regardless of rank or seniority.

The evaluation strategy we used has limitations. Only a small portion of participants participated in the commitment-to-change activity. It is possible that those who participated were more likely to incorporate change into their teaching practices than those who did not participate. Furthermore, the outcomes were self-reported, and it is possible that participants over- or underestimated their incorporation of new teaching skills.

It is our hope that educators who gain an understanding of and experience with cognitive learning strategies through our structured workshop approach will implement these strategies when they teach their learners and when they train other educators. In this way, we hope to provide tools to confront the challenge of learning and retaining vast amounts of information so that it can be recalled quickly and applied appropriately in the delivery of optimal patient care.

Appendices

A. Handouts.docx

B. Introduction Slides.pptx

C. Spaced Retrieval Practice Facilitator Guide.docx

D. Interleaving Facilitator Guide and Handout.docx

E. Elaboration Facilitator Guide and Handout.docx

F. Generation Facilitator Guide and Handout.docx

G. Reflection Facilitator Guide and Handout.docx

H. Commitment-to-Change Initial Form.docx

I. Commitment-to-Change Follow-up Form.docx

All appendices are peer reviewed as integral parts of the Original Publication.

Acknowledgments

Drs. Winn and DelSignore are co-primary authors of this publication.

References

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4. Brown PC, Roediger HL III, McDaniel MA. Make It Stick: The Science of Successful Learning. Cambridge, MA: Harvard University Press; 2014. [ Google Scholar]

7. Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: John Wiley & Sons; 2010. [ Google Scholar]

16. Fornari A, Poznanski A, eds. How-To Guide for Active Learning. Huntington, WV: International Association of Medical Science Educators; 2015. [ Google Scholar]

24. Bjork EL, Bjork RA. Making things hard on yourself, but in a good way: creating desirable difficulties to enhance learning. In: Gernsbacher MA, Pomerantz JA, eds. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society. 2nd ed. New York, NY: Worth Publishers; 2015:60-68. [ Google Scholar]

33. Kirkpatrick DL. Evaluating Training Programs: The Four Levels. San Francisco, CA: Berrett-Koehler; 1994. [ Google Scholar]

Articles from MedEdPORTAL : the Journal of Teaching and Learning Resources are provided here courtesy of Association of American Medical Colleges

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Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings

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Cognitive learning strategies are strategies that improve a learner's ability to process information more deeply, transfer and apply information to new situations, and result in enhanced and better-retained learning.We developed an interactive workshop ...

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Raul Salcedo Defining Learning Strategies And Classifications of Learning Strategies  

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Raul Salcedo Defining Learning Strategies And Classifications of Learning Strategies  

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"Learning Strategies are the particular approaches or techniques that learners employ to try to learn" (PG.25)
1)  Planning strategy: a personal learning style or positive learning strategies
2) Active Strategy: an active approach to the learning task; Empathic strategy: a tolerant and outgoing approach to the target language and empathy with its speakers
3) Formal strategy: technical know-how about how to tackle a language;
4) Experimental strategy: a methodical but flexible approach, developing the new language into an ordered system and constantly revising it; Semantic strategy: constant searching for meaning
5) Practice strategy: willingness to practice
6) Communication strategy: willingness to use the language in real communication
7) Monitoring strategy: self-monitoring and critical sensitivity to language use
8) Internalization strategy: developing a second language as a separate reference system and learning to think in it. (PG.26)

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Raul Salcedo                                                                                          What are the 3 Main learning strategy's  

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Raul Salcedo                                                                                          What are the 3 Main learning strategy's  

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1) Classical Conditioning
2) Operate Conditioning
3) Modeling/ Observational

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1)Learning through association- Classical Conditioning

2)Learning through consequences - Operant Conditioning

3)Learning through observation - Modeling/Observational Learning

LEARNING

Learning is a change in behavior or in potential behavior that occurs as a result of experience.Learning occurs most rapidly on a schedule of continuous reinforcement.However it is fairly easy to extinguish... switching to variable reinforcement after the desired behavior has been reached prevents extinction.

CLASSICAL CONDITIONING

If a neutral stimulus (a stimulus that at first elicits no response) is paired with a stimulus that already evokes a reflex response, then eventually the new stimulus will by itself evoke a similar response.(UCS, UCR, CS, CR)

·Each pairing of the CS with the UCS strengthens the connection between the CS and CR.

·Timing is important.Usually the strongest and fastest conditioning occurs when the CS is presented about ½ to one second before the UC.

·EXTINCTION - If the CS is presented repeatedly in the absence of the UCS, the CS-CR bond will weaken and the CR will eventually disappear.

·STIMULUS GENERALIZATION - Once conditioning has occurred the subject may respond not only to the CS, but to stimuli similar to it.For example, many of our likes and dislikes of new people and situations come from generalization based on similarities to past experiences.

·STIMULUS DISCRIMINATION - opposite of stimulus generalization.SD is the ability to detect differences among stimuli. This procedure is sometimes used to test the ability of nonverbal subjects to discriminate among various stimuli, such as color (air puff / eye blink).

OPERANT CONDITIONING

The organism operates on its environment in some way; the behavior in which it engages are instrumental to achieving some outcome.

LAW of EFFECT

If a response is followed by a pleasant or satisfying consequence, that response will be strengthened.If a response is followed by an unpleasant or negative state of affairs, it will be weakened.
Differences Between Operant and Classical Conditioning
1)In classical conditioning, the conditional behavior (CR) is triggered by the particular stimulus (CS) and is therefore called an elicited behavior.Operant behavior is an emitted behavior in the sense that it occurs in a situation containing many stimuli and seems to be initiated by the organism.In a sense the subject chooses when and how to respond.

2)In classical conditioning, behavior (CR) is affected by something that occurs before the behavior (the CS-UCS pairing).In contrast, the operant response is affected by what happens after the behavior - that is by its consequences.
Positive Reinforcement
Any stimulus or event that increases the likelihood of the occurrence of a behavior that it follows.
Shaping
Shaping is the method of successive approximations.Shaping reinforces the behaviors as they get closer and closer to the desired behavior.
Negative Reinforcement
Negative Reinforcement is anything that increases a behavior that results in the reinforcers removal.
Punishment
Any consequence that decreases the future occurrence of a behavior that produces it.

When You Remove a Positive Stimulus

Extinction
If the stimulus is a reinforcer for the behavior (e.g., parent ignores child/withdraws attention when child acts up to get attention)
Response Cost
If the stimulus is not a reinforcer for the behavior (e.g., parent takes away child's TV privileges when child acts up to get attention)

OPERANT CONDITIONING CONSEQUENCES

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1)Learning through association- Classical Conditioning 2)Learning through consequences - Operant Conditioning 3)Learning through observation - Modeling/Observational Learning LEARNING Learning is a change in behavior or in potential behavior that occurs as a result of experience.Learning occurs most rapidly on a schedule of continuous reinforcement.However it is fairly easy to extinguish...

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Raul Salcedo                                                               There are 8 learning Methods used for defining what and how you learn best    

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Raul Salcedo                                                               There are 8 learning Methods used for defining what and how you learn best    

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1) Visual Learners
2) Aural Learners
3) Physical Learners
4) Verbal Learners
5) Logical/Analytical Learners
6) Social/Linguistic Learners
7) Solo Learners
8)Natural/ Nature learners

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The 8 Learning Styles - ViewSonic Library

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What kind of learner are you? How can you best tailor your teaching methods for your students? Find out all about the 8 styles of learning here.

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Learning Styles & Multiple Intelligences: Theory Integration

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Understanding effective learning : strategies for the classroom | Northeast Lakeview College (worldcat.org)

“Riding and Rayner define a learning strategy as a set of one or more procedures that an individual acquires to facilitate the performance on a learning task” (Hewitt 18).

“Important features of learning strategies involve the conscious decision to implement a set of skills” (Hewitt 18).

“Planning, monitoring, asking questions, checking, revising, and self-testing” (Hewitt 20).

“The three levels of learning strategies included cognitive, behavioral, and self-regulatory” (Hewitt 21).

“Learning requires that pupils have the opportunity to use a range of learning strategies and to come to an understanding of what works most effectively for them” (Hewitt 26).

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What Are the Relationships Between College Students’ Goal Orientations and Learning Strategies? | Takashiro | Psychological Thought (psychopen.eu)
Five Types of Learning Strategies

"Rehearsal is defined as repeating information to remember, such as going over lecture notes, using flash cards, and reading chapters" (Takashiro 171)

"Elaboration is used to apply prior knowledge to carefully arrange new information" (Takashiro 171)

"Organization skill is used to organize information by grouping" (Takashiro 171)

"Management is to attend class regularly, space out tasks, and adjust study habits for the class" (Takashiro 171)

"Seeking help means to ask for help from instructors and/or classmates" (Takashiro 171)

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Motivation and learning strategies for college success : a self-management approach | Northeast Lakeview College (worldcat.org)

“It is more difficult to succeed without using effective learning and study strategies” (Dembo 188).

“These payoffs include the possibility of higher grades, more time to participate in enjoyable activities, and the confidence to become a successful learner in any course” (Dembo 1).

"This student had some difficulty in her first college term. She realized that she had to change some of her learning and study strategies. When she learned how to identify the main ideas in lectures and text-books, she had little trouble predicting most of the test questions in her courses. Her ability to modify and manage her methods of learning were important factors in her improvement toward the end of the term" (Dembo 8).

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Learning problems reported by college students: are they using learning strategies? - Document - Gale General OneFile (oclc.org)

"Learning strategies refer to methods and techniques used by students to improve learning" (Rachal, Daigle).

"These cognitive and behavioral "techniques," which include asking questions in class, taking notes, developing study schedules, using SQ3R, are essential to the learning process" (Rachal, Daigle).

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Teaching Learning Strategies to Increase Success of First-Term College Students | Northeast Lakeview College (worldcat.org)
“Explicit instruction in learning strategies represents a potentially promising approach for increasing academic success as manifested by grade point average (GPA), retention, and graduation rate” (Tuckman, Kennedy 479).

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Motivational factors, learning strategies and resource management as predictors of course grades - Document - Gale OneFile: Educator's Reference Complete (oclc.org)
"Students must use different strategies for different learning" (Lynch)

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Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation | NACADA Journal (allenpress.com)
Learning Strategies

Self-evaluating

organizing and transforming

goal setting

seeking information

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Throughout high school I mainly used rehearsal learning strategies, but once I entered an American Sign Language course, I had to change my learning strategy completely to fit the needs for that course.

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Learning how to learn | Barbara Oakley | TEDxOaklandUniversity