What do we know about how learning occurs? by Kevin Rempel

Learning happens best and for longer when in 'context"

kevinrempel — 2023-12-07 01:53:38 UTC

assessments should give students opportunities to apply knowledge and skills to a real world context; "contextual assessments"

kevinrempel — 2023-12-07 01:55:20 UTC

Retrieval (‘finding’ something learned) is a separate process from receiving.

kevinrempel — 2023-12-07 01:56:08 UTC

We learn new ideas by reference to ideas we already know.

kevinrempel — 2023-12-07 01:56:57 UTC

To learn, we must transfer information from working memory to long-term memory

kevinrempel — 2023-12-07 01:58:02 UTC

We have limited working memories that are overwhelmed by tasks that are cognitively too demanding.

kevinrempel — 2023-12-07 01:59:59 UTC

Assessments should not include new material

Cognitive development does not progress through a fixed sequence of age-related stages.

kevinrempel — 2023-12-07 02:04:12 UTC

Practice is essential to learning new knowledge/skills/disposition but not all practice is equivalent.

kevinrempel — 2023-12-07 02:04:31 UTC

Effective and frequent feedback is often essential to acquiring new knowledge and skills

kevinrempel — 2023-12-07 02:05:11 UTC

Students are more motivated and successful in academic environments when they believe that they belong and are accepted in those environments.

kevinrempel — 2023-12-07 02:06:12 UTC

The transfer of knowledge or skills to a new problem requires knowledge of the problem's context.

kevinrempel — 2023-12-07 02:07:06 UTC

We understand new ideas via examples, but it’s often hard to see the unifying underlying concepts in different examples.

kevinrempel — 2023-12-07 02:08:08 UTC

All green post its are cited in Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact.

kevinrempel — 2023-12-07 02:21:02 UTC

Assessing someone before they attempt to learn material enhances their memory for that material

kevinrempel — 2023-12-07 02:23:43 UTC

Introducing exceptions to a general "rule" or strategy when learning something new can block the formation of general knowledge about the rule or strategy being taught.

kevinrempel — 2023-12-07 02:25:03 UTC

Many different connections to new material ensues that a wide variety of cues will effectively retrieve it when you want or need it.

kevinrempel — 2023-12-07 02:27:50 UTC

Effective learning requires knowing, understanding, doing and applying new material or ideas.

kevinrempel — 2023-12-07 04:39:22 UTC

When assessment can be related to their experience it will likely be a better gauge of their learning.

2023-12-07 21:08:15 UTC

Students need to build background knowledge that they bring to assessments; knowledge building creates context for assessment

2023-12-07 21:08:57 UTC

assessments must be meaningful

2023-12-07 21:08:57 UTC

and then to demonstrate learning in an assessment we must retrieve information from long term memory; which knowledge must be automatic and which can be less automatic for students?

2023-12-07 21:09:42 UTC

Assessments should tap into broader "ideas" based on a wide, connected range of experiences.

2023-12-07 21:10:03 UTC

scaffolds needed prior to assessment so students can filter through

2023-12-07 21:11:30 UTC

Assessments should flow along the same lines as the learning experiences...I guess.

2023-12-07 21:11:48 UTC

Assessments should not include new material

kevinrempel — 2023-12-07 21:12:43 UTC

Assessment should allow students to demonstrate these things.

2023-12-07 21:13:09 UTC

this feels like it applies more to lessons; like what percent of lessons should be new learning versus practice of taught skills

2023-12-07 21:14:05 UTC

pre-assessments are necessary

2023-12-07 21:14:08 UTC

Assessment can start from a place of familiarity and build into more complex ideas.

2023-12-07 21:14:10 UTC

Assessments should not introduce new material

kevinrempel — 2023-12-07 21:14:37 UTC

specific work on making connections with examples

2023-12-07 21:14:40 UTC

feel like the 'new material or ideas' should be changed to 'learned material or ideas'

2023-12-07 21:15:01 UTC

peer feedback

2023-12-07 21:15:52 UTC

critical eyes on things that go before students

2023-12-07 21:16:34 UTC

this feels like it relates most to rubrics for assessments

2023-12-07 21:16:52 UTC

perfect practice makes perfect, :) i always say

2023-12-07 21:17:26 UTC

When possible multiple allow for multiple expressions of learning... spontaneously if possible.

2023-12-07 21:18:54 UTC

students will need different amounts of exposure to materials before requiring retrieval

2023-12-07 21:19:04 UTC

Assessments should be sensitive to the students' language levels

kevinrempel — 2023-12-07 21:19:24 UTC

Assessments should not be scary.

2023-12-07 21:19:54 UTC

Assessments should stay away from exceptions to the rule.

2023-12-07 21:21:38 UTC

Practice should be intentional and designed around student needs.

2023-12-07 21:23:03 UTC

Assessments should use examples that can be reused in various questions

kevinrempel — 2023-12-07 21:23:47 UTC

Don't trust teachers pay teachers just because

2023-12-07 21:24:08 UTC

Various assessment types need to be used regularly.

2023-12-07 21:24:48 UTC

formative assessments are important part of learning

kevinrempel — 2023-12-07 21:25:04 UTC

Students need to make mistakes, many, many times before they are assessed formally (summative)

2023-12-07 21:25:59 UTC

pre-assessments should be built into the trajectory of an assessment

2023-12-07 21:27:28 UTC

transferable skills that can be addressed in any context

2023-12-07 21:30:21 UTC

Students need to receive information through visual, auditory and hands on learning modalities to enhance the retrieval process.

2023-12-07 21:33:32 UTC

There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating.

2023-12-07 21:34:57 UTC

students have a choice in how they demonstrate their understanding

kevinrempel — 2023-12-07 21:35:28 UTC