Podcasts about learning scientists

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by Dr. Megan Sumeracki, co-founder of The Learning Scientists. Megan shares her journey from being an educational psychology professor to co-creating The Learning Scientists, highlighting the motivation and challenges behind making cognitive science research accessible. The discussion delves into the concept of elaboration, exploring how connecting new information to existing knowledge enhances learning. They also touch on memory and aging, addressing how cognitive processes change over time and strategies to mitigate these effects. Megan provides practical suggestions for effective retrieval practices, emphasizing techniques that help students retain and recall information more efficiently. Lastly, they discuss the complexities of translating research into real classroom practices, offering insights on bridging the gap between theory and application to foster evidence-based teaching. Dr. Megan Sumeracki is a cognitive psychologist specializing in learning and memory. She received her Masters in Experimental Psychology from Washington University in St. Louis and her PhD in Cognitive Psychology from Purdue University. She is now an Associate Professor at Rhode Island College teaching, advising, writing, and conducting research with students. She co-founded the Learning Scientists in January 2016 and is the author of three educational books, the most recent being The Psychology of Memory. Follow her on X @DrSumeracki Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠. This podcast is produced by Haringey Education Partnership. Find out more at ⁠⁠⁠⁠https://haringeyeducationpartnership.co.uk/

Today, we're welcoming giant of the "science of effective study" world, Professor John DunloskyIn today's must-listen episode, we discover:Why learning should be challengingA taxonomy for thinking about 10 popular study strategies - which work best, and for what?How to master "successive re-learning"Plus an expert's take on whether to use digital flashcards, dual coding, watching online video and more!Part of Memory & Learning series here on the Exam Study Expert podcast.Featured today:John's book "Study Like A Champ": https://geni.us/dunloskyJohn's original paper: https://journals.sagepub.com/doi/abs/10.1177/1529100612453266Episode 45 with Learning Scientists cofounder Jude Weinstein Jones https://examstudyexpert.com/yana-weinstein-jones/Hosted by William Wadsworth, memory psychologist, independent researcher and study skills specialist. I help ambitious students to study smarter, not harder, so they can ace their exams with less work and less stress.Get more from your host and the world of Exam Study Expert at:Six Pillars of Exam Success Cheat Sheet: https://examstudyexpert.com/Pillars[FOR SCHOOLS] retrieval practice lesson resource pack https://examstudyexpert.com/retrieval-lesson[FOR SCHOOLS] Revision Census research https://examstudyexpert.com/Revision-Census[FOR SCHOOLS] student workshops / staff CPD keynotes https://examstudyexpert.com/workshops** As an Amazon Associate, I earn from qualifying purchases on suggested books.

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In Episode 81, Megan, Cindy, Carolina, and Althea walk through their Society for the Teaching of Psychology (STP) Annual Conference on Teaching (ACT) talk! The episode was recorded in October 2023 when all four Learning Scientists were together in Portland, Oregon for the conference. After they gave their formal talk, they recorded their talk in one of their hotel rooms to reach more people.

Can you remember what you learned last week?How about last month?Spaced learning is an INCREDIBLY powerful strategy for getting knowledge into memory - and making it stick there.Renowned Dr Carolina Kuepper-Tetzel of the Learning Scientists project and Teaching Innovation & Learning Enhancement network joins us to break down exactly what you need to know to get up and running with spaced learning.Your grades will never be the same again...!Twitter: @PimpMyMemoryLearning Scientists: https://www.learningscientists.org/TILE: https://tile.psy.gla.ac.uk/Carolina's personal website: http://www.carolinakuepper-tetzel.com/First broadcast as Episode 4, on March 7th 2021.*Hosted by William Wadsworth, memory psychologist, independent researcher and study skills coach. I help ambitious students to study smarter, not harder, so they can ace their exams with less work and less stress.BOOK 1:1 COACHING to supercharge your exam success: https://examstudyexpert.com/workwithme/SCHOOLS / UNIVERSITIES discover staff CPD / keynote talks and student revision and study skills workshops at: https://examstudyexpert.com/workwithme/revision-workshops/ Get a copy of Outsmart Your Exams, my award-winning exam technique book, at https://geni.us/exams***As an Amazon Associate, I earn from qualifying purchasesPodcast Edited by Benoît André.

Here at the Arizona K12 Center, we're big proponents of reflecting on your practice. But what does it mean to be a reflective practitioner and how do we use that reflection to not be the end goal but a tool to generate change in ourselves and our learners? Dr. Kevin Roessger, associate professor of adult and lifelong learning at the University of Arkansas, has focused his work in quantitative research methodologies and adult learning theory. In this episode, he talks with host Paula about what led to this interest and the research he has done in critical reflection or reflective practice. Dr. Roessger emphasizes how reflection is often thought of as the end goal when that is truly a tool in the process of continued growth. He shares about what reflection truly is – our “remembering self” retelling and framing the experiences of our “experiencing self.” In this episode, Paula also references her conversations with The Learning Scientists in previous episodes of 3Ps in a Pod. Dr. Roessger also mentions a recently published article in the Adult Learning journal, “Assessment Strategies for Reflective Learning in the Workplace: A Pragmatic Approach.” Learn more about the Arizona K12 Center at azk12.org.

In this final episode of our series with The Learning Scientists, Dr. Megan Sumeracki dives into more detail about the three teaching and learning strategies of elaboration, concrete examples, and dual coding. The Learning Scientists, a group of cognitive psychologists, have developed six main strategies to support your teaching and your students' learning. In the previous episode, Dr. Sumeracki and Dr. Althea Need Kaminske talked about the strategies of spaced practice, interleaving, and retrieval practice. Today, Dr. Sumeracki talks in-depth about the remaining three strategies: Elaboration, connecting new learning to previous learning Concrete examples, providing supporting information Dual coding, using visuals  A synopsis of these strategies and resources to help use them is at this link and you can find the full research paper at this link. Learn more about The Learning Scientists at learningscientists.org and learn more about the Arizona K12 Center at azk12.org.

In the last three episodes, we've explored some different aspects of the cognitive psychology behind how we learn. Today, we're taking that context and applying it to six strategies to support your teaching and your students' learning. In this episode, Dr. Althea Need Kaminske and Dr. Megan Sumeracki, two of The Learning Scientists, begin talking about these six strategies: Spaced practice, repetition spaced out over time Interleaving, interspersing different topics in a lesson Retrieval practice, working at accessing memory Elaboration, connecting new learning to previous learning Concrete examples, providing supporting information Dual coding, using visuals  A synopsis of these strategies and resources to help use them is at this link and you can find the full research paper at this link. They dive in more deeply with hosts Josh and Paula about spaced practice, interleaving, and retrieval practice and will further explore elaboration, concrete examples, and dual coding in next week's final episode of this series. Learn more about The Learning Scientists at learningscientists.org and learn more about the Arizona K12 Center at azk12.org.

We continue our series with The Learning Scientists on this episode of 3Ps in a Pod. Today, hosts Josh and Paula talk with Dr. Althea Need Kaminske and Dr. Megan Sumeracki about working memory and perception. Dr. Sumeracki and Dr. Kaminske give multiple examples demonstrating how background knowledge shapes your perception and what that means for how we communicate or give instructions to students or anyone else in our lives. The Learning Scientists also discuss the processes of moving from learning to applying concepts and what that looks like for both students and for pre-service teachers moving into the day-to-day of teaching. They then discuss what it is to pay attention, how that connects with short-term and long-term memory, and how mind wandering can actually be helpful in learning and creating memory. The group also begins to talk about strategies that truly support how cognition actually works. Dr. Kaminske talks specifically about note-taking and how quality note-taking that supports actual learning requires a slowed down lecture, for example, or taking the time when reading a textbook to not just rewrite statements but to process and structure the information in their own way. They also discuss the idea of active learning. In the next episode, Dr. Sumeracki and Dr. Kaminske build off of this conversation and discuss more strategies and interventions you can apply that support the cognitive processes discussed in this episode. Learn more about the Learning Scientists at learningscientists.org, and learn more about the Arizona K12 Center at azk12.org.

We're back with part two of our series with The Learning Scientists! Today, cognitive psychologists Dr. Megan Sumeracki and Dr. Cindy Nebel pick up where we left off in the first part of this series.  They jump into a demonstration with hosts Josh and Paula that illustrates some aspects of how our brains work. That leads into a discussion about why it's cognitively so important to understand your students' contexts in learning. Paula also asks Dr. Sumeracki and Dr. Nebel to discuss what it means to use research-based curriculum and why we need to depend on research rather than our intuition when it comes to teaching. They also discuss the benefits and uses of interleaving versus blocking content. Here are links to the resources mentioned in this episode: The Bransford and Johnson research on “Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall” The Rohrer and Taylor research on “The shuffling of mathematics problems improves learning” The Learning Scientists' Downloadable Materials: Ace That Test: A Student's Guide to Learning Better by Drs. Megan Sumeracki, Cynthia Nebel, Carolina Kuepper-Tetzel, and Althea Need Kaminske Understanding How We Learn: A Visual Guide by Dr. Yana Weinstein (Jude Weinstein-Jones) and Dr. Megan Sumeracki Five Learning, Teaching Myths Debunked by Adam M. Brown and Althea Need Kaminske Learn more about the Arizona K12 Center at azk12.org.

We're starting off a five-part series with The Learning Scientists, a group of cognitive psychological scientists focused on how we learn. Today, hosts Josh and Paula talk with Dr. Megan Sumeracki and Dr. Cindy Nebel about the science of learning. As cognitive psychological scientists, The Learning Scientists are a group interested in research on education, specifically on the science of learning. They aim to motivate students to study by increasing the use of effective study and teaching strategies backed by research and decreasing negative views of testing. Dr. Sumeracki and Dr. Nebel share more about what that means and the differences between their area of study and that of neuroscientists. They detail why it's so important for educators to know some cognitive psychology to better understand students' needs when learning. Hosts Josh and Paula then share some of the misconceptions that struck them when they read Understanding How We Learn, A Visual Guide and discuss them with The Learning Scientists. The Learning Scientists and hosts Josh and Paula will continue their conversation in next week's episode of 3Ps in a Pod. Learn more about The Learning Scientists at learningscientists.org, and learn more about the Arizona K12 Center at azk12.org.

What does it take to be an effective learner, and how does a neurodivergent person's experience differ from that of neurotypical people? Which study methods work better for our neurodivergent population? What role does confidence play in the learning process? Finally, we take no joy in breaking some news to people who fancy themselves good multi-taskers. Cinthia Nebel is a Cognitive Psychological Scientist, and she talks with Emily Kircher-Morris about learning and studying, on episode 187. Sign up for our free week-long Crash Course on Creating Neurodiversity-Affirming Schools that Emily talked about in today's show. It happens the week of September 18th, and all of the events in the course will be live and interactive, so you can talk to Emily, our expert guests, and other attendees. It's a chance to learn and share info that will better position your classroom and school to meet the needs of all learners.  Also, soon we'll be launching a community for educators who are dedicated to creating a neurodiversity-affirming learning environment for students! Click here to hop on the waiting list and get more information. Finally, please take a minute to take our listener survey. It's quick and easy, and it will help us understand who is listening, so we can better choose the subjects and guests that matter to you. Dr. Cynthia Nebel is a Cognitive Psychological Scientist who has broad interests in human learning and memory, and applying cognitive concepts to improve education. She is currently a senior lecturer in the Leadership & Learning in Organizations Program at Vanderbilt, and is part of the Learning Scientists team, which focuses on researching ways to motivate students, increasing efficacy of teaching strategies and more. BACKGROUND READING Twitter LinkedIn

Dr Cynthia Nebel, is an instructor in the doctor of education (Ed.D.) in leadership and learning in organizations program at Vanderbilt University. In her research, she examines techniques to improve student retention, emphasizing learner charateritics and applied settings. Professor Nebel spreads the science of learning to educators worldwide through her work with the Learning Scientists.   Resources: QoreInsights' Classroom Education Plan (CEP) creates powerful teacher learning experiences. AI uses teacher/student input to match teachers with real-time, targeted research-based strategies; tracks impact on student growth; and guides rich collaboration. Users report high teacher usage, teacher excitement around new strategies, improved teacher practices, and increased student engagement and performance in just 4 weeks of use. Click "Inquire about a Pilot" to  how to get 50% off a 4-month pilot through the current and coming school year.    The Six Strategies from the Learning Scientists:          Spaced Practice          Interleaved Practice          Elaboration          Self-Explanation          Concrete Examples The Learning Scientists on Facebook @AceThatTest on Twitter Follow The Learning Scientists on Instagram The Learning Engineering Toolkit  by James Goodell    Reach Dr. Cynthia Nebel  at cynthia.nebel@vanderbilt.edu   Books:  Ace That Test: A Student's Guide to Learning Better Understanding How We Learn: A Visual Guide Five Teaching and Learning Myths Debunked: A Guide for Teachers   Mentioned Resources:         Retrieval Practice is a simple research-based teaching strategy that dramatically raises students' grades. When students retrieve and bring information to mind, this mental challenge produces durable long-term learning. Easy learning leads to easy forgetting. Stop cramming, reviewing, and re-teaching. Instead, simply ask students what they remember. No prep, no grading, just powerful teaching. The science of learning exists. It's time to unleash it.             The Artful Educator - Applying Cognitive Psychology to the Classroom         3 Star Learning Experiences - An Evidence-Informed Blog for Learning Professionals   EdCuration's Certified EdTrustees Micro Professional Learning ExPLorations EdCuration's Blog: Learning in Action EdCuration's upcoming Online Events   

We've all been there – staring at a pile of books, desperately hoping that what we study will stick in our mind. Many of us have probably asked if there's any way that we can get better at remembering things. So, why don't we look at what memory experts say about this?我们都去过那里——盯着一堆书，绝望地希望我们所学的东西能牢记在心。我们中的许多人可能会问，是否有任何方法可以让我们更好地记住事物。那么，我们为什么不看看内存专家对此的看法呢？Every student who has made flashcards knows that it can be helpful to go back over what they've studied before. According to The Learning Scientists – a group of cognitive scientists – we can learn things better if we wait for some time before trying to study them again. They say that trying to retrieve something from your memory after you have had some time to forget it will make it easier to remember in future.每个制作过抽认卡的学生都知道，回顾一下他们之前学过的内容会很有帮助。根据学习科学家（一群认知科学家）的说法，如果我们在尝试再次研究之前等待一段时间，我们可以更好地学习事物。他们说，在你有一段时间忘记某件事后，试着从你的记忆中找回一些东西，会让以后更容易记住。Similarly, David Robson, writing for BBC Future, highlights studies that show taking some time to just do nothing after studying might mean that you can remember things better afterwards. We don't know exactly why this happens, but it has been suggested that it's to do with the relationship between long-term and short-term memory.同样，为 BBC Future 撰稿的大卫·罗布森 (David Robson) 强调研究表明，在学习后花一些时间什么都不做可能意味着你可以在事后更好地记住事情。我们不知道为什么会发生这种情况，但有人认为这与长期记忆和短期记忆之间的关系有关。Another study tip from The Learning Scientists is to change between different topics as you study. They say this can help you build links between different ideas. Now, linking ideas and relating them to each other or to images are often suggested as good ways to memorise something. Former world memory champion Jonathan Hancock highlights how picturing pieces of information in different physical locations or linking them to memorable images makes them easier to remember. Linking new information to things that are easier to remember is a technique that many people use – it could be making letter patterns into words called mnemonics, or by sorting things into categories.The Learning Scientists 的另一个学习技巧是在学习时在不同的主题之间切换。他们说这可以帮助你在不同的想法之间建立联系。现在，将想法联系起来并将它们相互联系起来或与图像联系起来通常被认为是记忆某些东西的好方法。前世界记忆冠军乔纳森·汉考克 (Jonathan Hancock) 强调了在不同物理位置描绘信息片段或将它们与令人难忘的图像联系起来如何使它们更容易记住。将新信息与更容易记住的事物联系起来是许多人使用的一种技术——它可以将字母模式变成称为助记符的单词，或者将事物分类。There are also more general things that we can do to improve our memory. Hancock says that being generally organised makes things easier for your brain, while many other experts also recommend avoiding stress, alcohol and smoking, and that we should get a lot of rest and exercise. So, the good news to take from this is that while it may be hard, improving our memory is something we can control.我们还可以做一些更一般的事情来提高我们的记忆力。汉考克说，大体上有条理会让你的大脑更容易工作，而许多其他专家也建议避免压力、酒精和吸烟，我们应该多休息和锻炼。所以，从中得到的好消息是，虽然这可能很难，但提高我们的记忆力是我们可以控制的。词汇表stick in someone's mind 刻在某人的脑海里flashcard 抽认卡，（有文字或图片的）教学卡片go back over 复习cognitive 认知的retrieve 找回long-term memory 长期记忆short-term memory 短期记忆study tip 学习技巧link 使联系relate 找到联系memorise 记住picture 想象memorable image 难忘的图片pattern 模式mnemonic 帮助记忆的符号，助记符号

In this first episode of our fifth season, we explore the field of learning. Dr Carolina Kuepper-Tetzel is a cognitive psychologist who specialises in how we learn best. She is part of an inspiring initiative called the Learning Scientists. She shares some of her valuable insights with us.Questions we explore:Is there a trick or a secret to communicating "science"?What motivated Carolina to take up a specialisation in learning?How do we find a balance between what and how we teach and how people learn?Briefly, what are the six learning strategies? The strategies include retrieval practice, spaced practice, elaboration, interleaving, concrete examples and dual coding.Do we remember visuals better than words?Are then any pitfalls to using the six learning strategies?How important is routine in learning?What is the importance of testing the learning strategies?How should we go about finding evidence-based content on the subject of learning?Books mentioned: Powerful Teaching by Pooja Agarwal and Patrice Bain, Uncommon Sense Teaching by Barbara Oakley, Beth Rogowsky and Terrence Sejnowski, How Learning Happens by Carl Hendrick and Paul Kirschner, Small Teaching by James Lang, any book by Kate JonesBlogs mentioned: The Learning Scientists (of course) and The Effortful Educator by Blake HarvardPodcasts: Besides The Learning Scientists also Exam Study Expert by William Wadsworth or The HippoCampus Podcast by Lisa QuinnHow do the Learning Scientists decide on which topics to cover?A quick question on intersectionality...Are there different learning strategies for content and skills?Is scaffolding retrieval practice good practice?How does a learning expert design a lesson?Is the school model compatible with the research findings on how we learn best?Find Dr Carolina Kuepper-Tetzel on Twitter @pimpmymemory and the Learning Scientists @AceThatTest. Visit www.learningscientists.org and listen to their podcast at The Learning Scientists Podcast.Please send your comments and suggestions to @WilliamHPalk or @C_duPlessis.Thanks for listening!Support the show

From the Learning Scientists podcast, cognitive psychologist Megan Sumeracki joins the Lab Out Loud podcast to talk about the science of learning. With a goal to make scientific research on learning more accessible, the Learning Scientists started as a Twitter account that has now grown to a popular podcast aimed at teachers, students and other educators. Megan joins co-hosts Brian Bartel and Dale Basler to describe how scientists research learning, remind us about proper experimental design (and why it's important), and share how the Learning Scientists are helping to broadcast these discoveries.   Show notes at: https://laboutloud.com/2022/02/episode-260-the-learning-scientists/

In part 2 of my conversation on academics, I focus on teaching and what our teachers should actually be teaching to make a more inclusive classroom environment meeting the needs of all learners.Resources:1. Shanker Self-Reg: https://self-reg.ca/2. Learning Scientists: https://www.learningscientists.org/3. Smart But Scattered:  https://www.smartbutscatteredkids.com/4. Sarah Ward: https://www.efpractice.com/

In January 2016, Dr. Megan Sumeracki co-founded the Learning Scientist Organization to make scientific research on learning more accessible to students, teachers, and other educators.

In this episode of ‘The Staffroom', we connected with Dr Yana Weinstein (@doctorwhy), an Assistant Professor of Cognitive Psychology at University of Massachusetts, Lowell. Yana spoke with us about the way research-based cognitive science can be applied to education in order to enhance learning. Together with Dr Megan Sumeracki (@DrSumeracki), Yana is the creator of The Learning Scientists project. Their website is becoming well-known by students and teachers around the world as it hosts a popular blog and offers a variety of practical resources and materials on cognitive science strategies. They also have an excellent podcast show, The Learning Scientists Podcast. Check it out! In their work, Yana and Megan have identified what they call, Six Strategies for Effective Learning based on decades of research. In no particular order, here they are: Spaced Practice Retrieval Practice Elaborative Interrogation Interleaving Concrete Examples Dual Coding In this episode, we were fortunate to speak with Yana about, spaced practice, retrieval practice, interleaving and dual coding. Here's a break-down of Yana's responses: What are Yana's Six Strategies for Effective Learning and how were they identified? (6:07) Which of the six strategies does Yana place more value on? Why are they the most effective? (10:21) How does Yana define retrieval practice and why is it a powerful strategy for learning? (11:40) How can educators implement retrieval practice into their teaching? What techniques does Yana suggest are most effective? (12:55) How does Yana suggest spaced practice can be combined with retrieval practice? (15:40) What is dual coding and how does Yana believe teachers can make the most of it with students? (16:40) Interleaving means switching between ideas and ‘jumbling-up' learning. How does Yana explain why it's a powerful technique and how can teachers use it? (18:45) What does Yana think is the most powerful way students can use some of the six strategies together? (21:39) We hope you enjoy this episode of The Staffroom and found Yana's six strategies as fascinating as we did. We can't wait to build these strategies into our practice and teach students how to study properly! We wish Dr Yana Weinstein all the best for 2018 and her continuing success of The Learning Scientists project Until next time! Jamie, Michael and Tessa --- Send in a voice message: https://anchor.fm/jamie-clark7/message

‘The Staffroom' is back! In the first episode of Series 2, we were lucky enough to speak to Oliver Caviglioli about the power of learning visuals and its basis in cognitive psychology. Oliver (@olicav) is an information designer who is widely known as an expert in visualising educational concepts. In recent years, he has worked with lots of different teacher-authors in illustrating their books. Our chat with Oliver gave us some real insight into the use of visuals (such as sketch-noting) to conceptualise, categorise and organise information to enhance learning. Here's a break-down of our chat complete with time-stamps: How did Oliver's background and interest in ‘behaviourism' influence his work as an information designer? (4:04) Why does Oliver believe his visuals are becoming more and more popular with educators around the world? (6:07) Why does Oliver think sketch-noting should not be ‘artistic' and individualised? Why does he believe it is important to keep it simple? (8:30) Why does Oliver think that all teachers should know about cognitive psychology? (10:09) Why does Oliver believe it is important for teachers to use a balance of cognitive psychological research and educational research? (12:15) What is ‘precis' and why is it an important way of learning? Why does Oliver think that summarising/sketch-noting is an effective method of learning? (12:49) Who is Ruth Colvin Clark and what does she say about decorative visuals and explanatory visuals? (14:29) What is the main tip Oliver gives to people who want advice about their sketch-notes? (16:08) How does Oliver think teachers should practice sketch-noting effectively with students? (16:50) Is Oliver an advocate of technology to support and accelerate learning? (20:20) If Oliver could recommend one professional learning book to a new teacher, what would it be and why? (20:35) Where can people find Oliver's work online? Where are his books available to buy? (24:01) If you'd like further information about Oliver, you can check-out his work with Dr Megan Sumeracki (@DrSumeracki) and Dr Yana Weinstein who are the creators of The Learning Scientists project. Their book is called ‘Understanding How We Learn: A Visual Guide' – check this out now! We hope you enjoy this episode of The Staffroom and found Oliver's words as fascinating as we did. We can't wait to make sketch-noting and informational design part of our practice! Until next time! --- Send in a voice message: https://anchor.fm/jamie-clark7/message

Dr. Megan Sumeracki is an associate professor of psychology at Rhode Island College and co-founder of The Learning Scientists, a group of cognitive psychological scientists aiming to make scientific research on learning more accessible to students, teachers, and other educators. Her area of expertise is in human learning and memory, and in applying the science … The post Effective Learning with Learning Scientist Megan Sumeracki appeared first on Leading Learning.

Dr. Megan Sumeracki is an associate professor of psychology at Rhode Island College and co-founder of The Learning Scientists, a group of cognitive psychological scientists aiming to make scientific research on learning more accessible to students, teachers, and other educators. Her area of expertise is in human learning and memory, and in applying the science of learning in different contexts. In this second episode in our series on learning science's role in a learning business, Jeff talks with Megan about key ideas related to cognitive psychology, what they mean for learning providers, and tips for creating effective learning experiences that incorporate the science of learning. Specifically, they explore the concept of retrieval practice, ways to implement it, and the powerful impact it can have on learning.    Full show notes and transcript available at leadinglearning.com/episode273. We are grateful to our sponsor for this series, SelfStudy. ** SelfStudy is a learning optimization technology company. Grounded in effective learning science and fueled by artificial intelligence and natural language processing, the SelfStudy platform delivers personalized content to anyone who needs to learn either on the go or at their desk. Each user is at the center of their own unique experience, focusing on what they need to learn next. For organizations, SelfStudy is a complete enterprise solution offering tools to instantly auto-create highly personalized, adaptive learning programs, the ability to fully integrate with your existing LMS or CMS, and the analytics you need to see your members, users, and content in new ways with deeper insights. SelfStudy is your partner for longitudinal assessment, continuing education, professional development, and certification. Learn more and request a demo to see SelfStudy auto-create questions based on your content at selfstudy.com.

Ikasleei ikasten irakastea oso garrantzitsua da, ikasketa eraginkorra egin dezaten. Irakasleok askotan azpimarratzen dugu ikasleek zer ikasi behar duten, baina oso gutxitan, nola. Gaurko saioan, egin daitezkeen estrategia ezberdinak azalduko ditugu (berreskuratze praktika, praktika banatua…) eta horiek teknologiaren laguntzaz (edo gabe) egiteko adibide batzuk emango ditugu.BALIABIDEAK:Strenghtening the student’s toolbox, John Dunlosky  (artikulua) https://files.eric.ed.gov/fulltext/EJ1021069.pdfLearning to Learn: Uncut conversation with John Dunlosky (bideoa) https://youtu.be/q3kU8MyAHhERetrieval practice, Kate Jones https://lovetoteach87.com/2020/09/09/a-collection-of-retrieval-practice-research-and-resources/BESTE BATZUK:How to Actually Use Retrieval Practice https://blog.innerdrive.co.uk/how-to-use-retrieval-practice10 Techniques for Retrieval Practice https://teacherhead.com/2019/03/03/10-techniques-for-retrieval-practice/Retrieval practice, The Learning Scientists https://www.learningscientists.org/retrieval-practice

This week I talk about why I feel it is important for parents to possess a growth mindset. It is not only important for children to possess, but it's also important for parents!Resources:1. Brown, B. (Host). (2021).  [Audio podcast episode]. In Unlocking Us with Brené Brown. Parcast Network. 2. Lyons, L. (Host). (2021). [Audio podcast episode]. In Fluster Clux. Luxe Recess, LLC.3. Kids Are Worth It: Raising Resilient, Responsible, Compassionate Kids, by Barbara Coloroso. Penguin Canada, 2010.4. The Learning Scientists, learningscientists.org.

Helicopter parenting gets such bad press, so it seems sink or swim would be the way to go. In today's episode, I explore the options parents have between helicopter parenting and letting our kids sink or swim. Perhaps there is another option? Listen to find out?Resources:1. Barbara Coloroso, Kids Are Worth It: Raising Resilient, Responsible, Compassionate Kids, Penguin Canada (1st Edition), 2010.2. The Learning Scientists: learningscientists.org3. GROW Model and coaching for parents: Sir John Whitmore, YouTube video:  https://youtu.be/L81EA8XTJvo

Can you remember what you learned last week?How about last month?Spaced learning is an INCREDIBLY powerful strategy for getting knowledge into memory - and making it stick there.Renowned Dr Carolina Kuepper-Tetzel of the Learning Scientists project and Teaching Innovation & Learning Enhancement network joins us to break down exactly what you need to know to get up and running with spaced learning.Your grades will never be the same again...!Twitter: @PimpMyMemoryLearning Scientists: https://www.learningscientists.org/TILE: https://tile.psy.gla.ac.uk/Carolina’s personal website: http://www.carolinakuepper-tetzel.com/Free resources on learning techniques and time management: https://sway.office.com/q4I9voV3Uox8AG4s?ref=Link and https://sway.office.com/mrGQlkjWqJGq0FSS?ref=Link*Hosted by William Wadsworth, memory psychologist, independent researcher and study skills coach. I help ambitious students to study smarter, not harder, so they can ace their exams with less work and less stress.BOOK 1:1 COACHING to supercharge your exam success: https://examstudyexpert.com/workwithme/SCHOOLS / UNIVERSITIES discover staff CPD / keynote talks and student revision and study skills workshops at: https://examstudyexpert.com/workwithme/revision-workshops/ Get a copy of Outsmart Your Exams, my award-winning exam technique book, at https://geni.us/exams*As an Amazon Associate, I earn from qualifying purchases

In today's episode, we continue our 6-week series on six easy changes you can make to make your study habits more efficient. I was introduced to these strategies in a webinar I recently attended, and I immediately thought of this community! These strategies come from the research and work of the Learning Scientists - a research group focused on how people learn (the science of learning!). You can find their website HERE to learn more. They have lots of free material for each of the six strategies on their website. You can find posters, stickers, bookmarks, blog posts, youtube videos, etc. Today's episode is all about concrete examples - the practice of bringing information to mind. Today's cocktail recipe came from HERE. Enjoy! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/mandy45/message

Welcome to "Behind The Chalk", a podcast to share with you conversations with educators from every level discussing our passions, insights, research, and experiences across the profession! Episode Notes In this episode of, "Behind The Chalk", Dr. Althea Need Kaminske (a cognitive psychologist and professor) and Dr. Adam Brown (an educational psychologist and professor) from St. Bonaventure University to talk about their book, Five Myths of Teaching and Learning- Debunked: A Guide For Teachers. Dr. Kaminske and Dr. Brown are co-directors of the Center For Attention and Learning Memory (CALM). In addition to CALM, Dr. Kaminske also is a member of The Learning Scientists. Visit their website for more resources such as their blog, their podcast, free downloadable materials, and more! You can follow Dr. Kaminske on Twitter @DrSilverFox , The Learning Scientists @AceThatTest, and Dr. Brown at the SBU Website! Support The Podcast Did you enjoy today's episode? Follow the podcast Behind The Chalk I @ChalkEd I BehindTheChalkEdu@gmail.com Follow the host Lindsay Simpson I @LSimpson1220 Join The Conversation Thank you for tuning into today's episode! Please share your thoughts with the world by rating and subscribing to this episode wherever you like to listen! Send us a message with your thoughts on today's topics- I love to read your thoughts and look forward to sharing your comments on the podcast each week! Additional sound effects from https://www.zapsplat.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/behindthechalkedu/message Support this podcast: https://anchor.fm/behindthechalkedu/support --- Send in a voice message: https://podcasters.spotify.com/pod/show/behindthechalkedu/message Support this podcast: https://podcasters.spotify.com/pod/show/behindthechalkedu/support

In today's episode, we continue our 6-week series on six easy changes you can make to make your study habits more efficient. I was introduced to these strategies in a webinar I recently attended, and I immediately thought of this community! These strategies come from the research and work of the Learning Scientists - a research group focused on how people learn (the science of learning!). You can find their website HERE to learn more. They have lots of free material for each of the six strategies on their website. You can find posters, stickers, bookmarks, blog posts, youtube videos, etc. Today's episode is all about dual coding- the practice of bringing information to mind. Today's cocktail recipe came from HERE. Enjoy! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/mandy45/message

In today's episode, we continue our 6-week series on six easy changes you can make to make your study habits more efficient. I was introduced to these strategies in a webinar I recently attended, and I immediately thought of this community! These strategies come from the research and work of the Learning Scientists - a research group focused on how people learn (the science of learning!). You can find their website HERE to learn more. They have lots of free material for each of the six strategies on their website. You can find posters, stickers, bookmarks, blog posts, youtube videos, etc. Today's episode is all about interleaving - the practice of bringing information to mind. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/mandy45/message

In today's episode, we continue our 6-week series on six easy changes you can make to make your study habits more efficient. I was introduced to these strategies in a webinar I recently attended, and I immediately thought of this community! These strategies come from the research and work of the Learning Scientists - a research group focused on how people learn (the science of learning!). You can find their website HERE to learn more. They have lots of free material for each of the six strategies on their website. You can find posters, stickers, bookmarks, blog posts, youtube videos, etc. Today's episode is all about elaboration - the practice of bringing information to mind. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/mandy45/message

In today's episode, we continue our 6-week series on six easy changes you can make to make your study habits more efficient. I was introduced to these strategies in a webinar I recently attended, and I immediately thought of this community! These strategies come from the research and work of the Learning Scientists - a research group focused on how people learn (the science of learning!). You can find their website HERE to learn more. They have lots of free material for each of the six strategies on their website. You can find posters, stickers, bookmarks, blog posts, youtube videos, etc. Today's episode is all about retrieval practice - the practice of bringing information to mind. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/mandy45/message

In this episode we are joined by Dr Carolina Kuepper-Tetzel, an expert in memory and learning from the University of Glasgow. Carolina's work involves translating research findings into the 'real-world' of learning. She is one of the members of the 'Learning Scientists', a group of cognitive psychologists whose work involves communicating evidence-informed learning strategies to the masses though talks, videos and downloadable resources!With Carolina, we discuss spacing and retrieval- the two most effective learning strategies (supported by the research) for longer-term retention, exploring why they are more effective than the “more-popular” techniques of highlighting and rewriting notes.We look at the use of flash cards and questions, and how these can be used effectively (by combining retrieval and spacing) but highlight how they can sometimes be used ineffectively!We finish with discussing what is the most important thing to do when it comes to revision, in those anxiety-filled few weeks before an exam!Recommendations from the episode:Learning scientists https://www.learningscientists.org/- download short step by step 'posters' or book marks describing how to embed spacing and retrieval. -Other effective strategies such as elaboration and concrete examples are also detailed on their website. These are supported further with video podcasts and an audio podcast (subscribe to it via iTunes!)TILE Network https://tile.psy.gla.ac.uk/- the Teaching Innovation and Learning Enhancement network; bringing together educators and students to discuss evidence-informed approaches to learning. -if you'd like to get involved e.g. by writing a blog please get in touch via their website tile@psy.gla.ac.uk  If you enjoy the podcast please do leave us a review on iTunes and if you'd like to contact us you can find us on Instagram (give us a follow!) @thehippocampuspodcast and Twitter @hippocampus_podYou can also email us at thehippocampuspodcast@gmail.com! We are always open to hearing suggestions for future episodes and future guests!

In today's episode, we start a 6-week series on six easy changes you can make to make your study habits more efficient. I was introduced to these strategies in a webinar I recently attended, and I immediately thought of this community! These strategies come from the research and work of the Learning Scientists - a research group focused on how people learn (the science of learning!). You can find their website HERE to learn more. They have lots of free material for each of the six strategies on their website. You can find posters, stickers, bookmarks, blog posts, youtube videos, etc. Today's episode is all about spaced practice - the practice of spreading out your studying over time rather than cramming all at once. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/mandy45/message

This exciting conversation with Alejandra Zertuche, Enflux CEO, and Dr. James Culhane, Assistant Dean for Student Academic Success Programs at the Notre Dame of Maryland University School of Pharmacy, come from a place of experience and authority.During this webinar, Dr. Culhane will draw from his forthcoming book with practical ideas that all academics can immediately implement to be more effective at academic advising and closing achievement gaps.Contact InformationJames M. Culhane, Ph.D.Assistant Dean for Student Academic Success ProgramsProfessor of Pharmaceutical Sciences4701 N. Charles St.Baltimore, MD 21210jculhane@ndm.edu410-532-5040 Suggested Reading List ·       Kornell, N. Bjork, R. The promise and perils of self-regulated study. Psychonomic Bulletin and Review. 2007, 14 (2), 219-224.·       Persky, A. Hudson, S. A snapshot of student study strategies across a professional pharmacy curriculum: Are students using evidence-based practice? Currents in Pharmacy Teaching and Learning. (2016) 8,141–147.·       Dunlosky, J. et al. Improving Students' Learning with Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest. 2013. 14(1) 40-58.·       Dunlosky, J. Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator. Fall 2013. 12-21.·       Abbott E. E. On the analysis of the factors of recall in the learning process. Psychol. Monogr. 1909. 11, 159–177.·       Brown, Peter C. Make It Stick: The Science of Successful Learning. Cambridge, Massachusetts. The Belknap Press of Harvard University Press, 2014. ·       Bjork, R. A., Dunlosky, J., & Kornell, N. Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology. 2013. 64, 417–444.·       Culhane, J. An Evidence Based Approach to Effective Studying. https://ii.library.jhu.edu/tag/s-a-l-a-m-i/ Web-Based Resources·       American Pharmacist Association: https://www.pharmacist.com/o   An Evidence Based Study Method for Student Pharmacists will be available for purchase on this website late next year.·       National Tutoring Association: https://www.ntatutor.com/o   For information and certification for tutors and academic coaches·       STATMed Learning: https://statmedlearning.com/o   Fantastic company that uses evidence-based learning strategies to help struggling health professions students to succeed in their coursework or passing board exams.·       The Learning Scientists: https://www.learningscientists.org/o   Podcast, blog, and information about evidence-based learning methods.

Dr. Megan Sumeracki teaches us about Spacing, Retrieval, Interleaving, Elaboration, Dual-coding, and Concrete Examples. [2:16] The Learning Scientists Podcast & Bi-directional Communication [4:13] The Importance of Learning Research as open-access [5:27] The Six Strategies of Effective Learning from the Institute for Education Sciences (2007?) & The National Council for Teaching Quality Report (2016?) [7:45] A Brief History of Spacing and Retrieval Practice, Ebbinghaus, and Memory Accessibility [9:57] What is Spacing and How do We Use it? [12:17] The Ins and Outs of Retrieval Practice [4:47] Interleaving Your Study Practice (19:10 Taylor and Rore? 2010 blocking v. interleaving) [21:20] Elaborative Interrogation: The How, When, Why, and Where of Your Study Material [24:40] Dual Coding: Combining Visual information with your Learning! [28:05] Concrete Examples: The More the Merrier [32:54] Closing Advice from Dr. Sumeracki: Use These Strategies!!!   Also, you can find Dr. Sumeracki’s books on Amazon, research articles, and some great podcasts by the Learning Scientists on Retrieval for medical residents, and an interview with her sister, Dr. Alyssa Smith.

Here’s a question that’s fascinated me my entire professional life: How might technology change the future of Learning and Work? But actually, as I finally figured out only a couple of years back, the more important is WHY technology change the future of Learning and Work. That insight is what eventually led me to set up both The Learning Futures Group and this podcast, which has now hit over 50 episodes in just over a year. And what I’ve Learned in that journey is what I am starting to try and feed back to you guys in this special season of the podcast, which is where I am trying to ‘Connect The Dots’ and map out some provisional findings from my conversations with CLOs, edtech pioneers, Learning Scientists and thinkers out there. In this second episode in the run, I return to what sparked my personal journey—the arrival of Microsoft’s third CEO into my life—as well as relevant soundbites from just a few of the great people we’ve met so far. So, welcome (or welcome back) to ‘Season Eight:' with an overall theme of ‘Connecting The Dots,’ our aim is to move slightly away from our interview format to a more ‘radio feature’ audio style, where we are pulling together insights gained from all of our conversations and research to scope out what L&D needs to do to catch up with Our New Normal, starting with: another stimulating clip from super-inspirational MS’s Satya Nadella on why he led the charge to move from a ‘Know-it-all’ to a ‘Learn-it-all’ culture (and why that freaked me out!); what some of our podcast guests are worried about; a scary look into a workless world, which is already here for a big part of young Humanity (hint: William Gibson—The future is already here, it’s just unevenly distributed); and much more.

Last week, in our on-going COVID-19 related mini-Season here at ‘Learning Is The New Working,’ ‘From What-If To What Now?’ we kicked off a special three-part discussion on the importance of Listening. That was with the fascinating Oscar Trimboli, who’s all about Deep Listening, but this week in the second in our trio of dialogs we go in a new direction: the Listen-Think-Speak approach to communication and collaboration in. That’s with today’s guest, Colorado-based Dana Dupuis, who is about to take you on a journey into deep background into the science of Listening. Dana and colleagues have spent eight years developing a truly cognitive-based listening assessment that’s got real science behind it, and is emerging as statistically reliable. Now, the assessment helps leaders and teams quickly understand and adapt to the listening styles and corresponding behaviors of team members, prospective clients, individual employees and future hires. So, as Dana is very much a Learning Scientist, that’s why we’ve put her here in Season Three, ‘The Learning Scientists,’ where we’re meeting practitioners drawing on science based practices to move the L&D profession forward. Be assured you’re in good hands here, as Dana’s actual day job is about knowing this amazing stuff: as of February this year she’s Executive Director, Research and Development in what her employer has specifically called out to be ‘Listening Science.’ That new employer is none other than virtual communications and leadership experts Mandel, and I don’t need to tell regular listeners that Mandel is a friend of the podcast and the on-going sponsor of these ‘Learning Scientists’ profiles. So, thanks once again to Mandel, and to Dana, who walks us through how important Listening has been to her over her career, which actually started in Sales, before she got to her current position, as well as: why she lives in Carbondale, Colorado and why the people and the mountains make it such a special place for her and her family; what she decided was a consistently poor approach to speaking to customers in Sales told her about the importance of Listening; why she gravitated to Mandel (hint: its emphasis on presentation skills acquisition); our different Listening ‘habits,’ what they are, and why it’s useful to know what the range is; a brief history of 70 years of study of Listening in business; why Microsoft saw a need to move from ‘Pitch’ to ‘Listening’ Perfect (and how spotting your customer’s Listening style connects to more effective selling to them); the connection between Listening and Empathy; how your humble podcast did on her test! and much more.

Mica Mitchell is a physical therapist with a passion for pediatric PT and is also a professor at Methodist University. As a professor and previous PT student, Mica has discovered ineffective study strategies students used in PT school because they are considered easy to apply. Trying to change the study strategy has been found to be more effective in learning and retaining information. Using evidenced based strategies, PT students need to have a growth mindset to maximize their learning potentials. Mica defines a growth mindset as the capacity to continue to learn. More information can be found on the Learning Scientists. Some strategies she discussed were: · Writing out notes of a topic then refer to the book after · Take more time on uncomfortable topics · Do not rely on your own questions or quizzes · Finding another purpose for highlighters · Teaching the topic to another person Jimmy questioned how to become that “A” PT student? Mica believes students seek growth if they fall short of their ideal grade. She also comes up with her own strategies for those students who strive for the “A” in PT school: · Check studying strategies · Check what is important to you · How are you sleep and stress levels? · What is the test actually testing? · Reach out to your professors sooner rather than later QUOTES “A good test is going to highlight what you don’t know.” – JIMMY “If you keep doing what you’ve always done, you’ll keep getting what you’ve always got.” – JIMMY “You don’t want to surprise yourself at the test about what you don’t know. You want to be testing yourself along the way.” – MICA “Embrace the why questions.” – MICA “As this lifelong learner in our profession, the evidence is changing.” – MICA PARTING SHOT “Have a growth mindset. Setting your goals are important because if you set your goals not just something you think is attainable, set your goals for something beyond your wildest expectations.” – MICA

Mica Mitchell is a physical therapist with a passion for pediatric PT and is also a professor at Methodist University. As a professor and previous PT student, Mica has discovered ineffective study strategies students used in PT school because they are considered easy to apply. Trying to change the study strategy has been found to be more effective in learning and retaining information. Using evidenced based strategies, PT students need to have a growth mindset to maximize their learning potentials. Mica defines a growth mindset as the capacity to continue to learn. More information can be found on the Learning Scientists. Some strategies she discussed were: ·        Writing out notes of a topic then refer to the book after ·        Take more time on uncomfortable topics ·        Do not rely on your own questions or quizzes ·        Finding another purpose for highlighters ·        Teaching the topic to another person Jimmy questioned how to become that “A” PT student? Mica believes students seek growth if they fall short of their ideal grade. She also comes up with her own strategies for those students who strive for the “A” in PT school: ·        Check studying strategies ·        Check what is important to you ·        How are you sleep and stress levels? ·        What is the test actually testing? ·        Reach out to your professors sooner rather than later QUOTES “A good test is going to highlight what you don’t know.” – JIMMY “If you keep doing what you’ve always done, you’ll keep getting what you’ve always got.” – JIMMY “You don’t want to surprise yourself at the test about what you don’t know. You want to be testing yourself along the way.” – MICA “Embrace the why questions.” – MICA “As this lifelong learner in our profession, the evidence is changing.” – MICA PARTING SHOT “Have a growth mindset. Setting your goals are important because if you set your goals not just something you think is attainable, set your goals for something beyond your wildest expectations.” – MICA 

With over 20 years of experience working in math, applied linguistics and engineering in both Higher Education and industry, applying his skills to everything from cloud & middleware infrastructures to data science, Natural Language Processing to Machine Learning/AI for knowledge networks, graph systems, interactive visualization platforms, and behavioral modeling, our guest this week, Microsoft’s Krishna Madhavan is easily one of the best examples we’ve probably had so far in Season 3 of what we mean by a ‘Learning Scientist.’ You’ll recall that in Season 3, our ‘The Learning Scientists’ mini-season on LITNW, we’re meeting the innovators drawing on Data/Social Science/Computer Science and Neuroscience-based practices to move the L&D profession forward and mining the new insights and tools we need to help us build a better model for Workplace Learning, especially as we start to move to a post-COVID ‘New Normal.’ A winner of multiple academic rewards and a former tenure faculty member at a leading mid-Western US University, Krishna is now a co-founder and Director of the new Worldwide Learning Innovation Lab at Microsoft, an innovation center set up in Redmond to cross boundaries and experiment - again, things we love to hear on this podcast! Please note that we recorded our chat with Professor Madhavan before the Lockdown, but in our convo we still heard a lot of great things, starting with how a math and stats guy ended up with a PhD from an English department to: what his 1.5-year old research entity is all about, and why being able to sit across so many product groups at Microsoft helps it achieve that; the kind of higher-order problems he’s interested in now, and in his past, all the way back to his start in India; why speaking six languages isn’t seen as that big a deal where he comes from; the differences (good and bad) between The Academy and The Corporation; the central role of ethics in what he and his team are looking at; why accessing Microsoft’s incredible data treasures is actually (and reassuringly) made as hard as possible; how, in practical terms, you lead for innovation and set up an experiment-minded culture; the benefits of a truly multi-disciplinary approach and what that means for the Learning Science project; and much more.

DESIGNING LEARNING EXPERIENCES THAT STICK, WITH MEGAN SUMERACKI   Megan Sumeracki joins us for Series 3, Episode 5 of the Re-Thinking the Human Factor Podcast.  Megan Sumeracki is an Assistant Professor at Rhode Island College. She co-founded the Learning Scientists in January 2016 with Yana Weinstein. Megan received her Master’s in Experimental Psychology at Washington University in St. Louis and her PhD in Cognitive Psychology from Purdue University. Her area of expertise is in human learning and memory, and applying the science of learning in educational contexts.   WHAT'S THIS EPISODE ABOUT? As cyber security practitioners, we often ask ourselves the question of how we get people to remember to do the things we tell them to do. How do we get them to retain what we teach them in our trainings? Well, you’re in luck. This conversation is full of treasures to do with how our brains work when learning and strategies (based on scientific evidence) that can help you create training situations where the information will be more likely to stick.    Side Note -- We touch a lot on something called Retrieval Practice. Retrieval practice is simply a strategy in which bringing information to mind enhances and boosts learning. It’s about deliberately pulling what we’ve learned back out of our heads to examine it.   Megan addresses empirical questions such as: What retrieval practice formats promote student learning? What retrieval practice activities work well for different types of learners? And, why does retrieval increase learning?   AS YOU LISTEN TO THE EPISODE, IF YOU FIND YOURSELF WANTING TO IMPLEMENT SOME OF THE INSIGHTS YOU’RE GAINING BUT YOU FEEL YOU NEED A LITTLE HELP, PLEASE DO GET IN TOUCH WITH ME AT: shortcuts@re-thinkingthehumanfactor.com       BELOW IS A MORE DETAILED OUTLINE OF WHAT MEGAN AND I DISCUSSED: Understanding how we learn information and how we apply and remember it. The goal of education is to teach students how to learn and retain information so they can use it in the future. The key words: Learn, memory, retain, apply. Even though a student needs to pass exams and get grades, it is more useful to retain information and are able to apply it in the future. Standardised testing could be improved as education needs to create a new behaviour rather then just stored information. Creating tests that mimic the real world can help people retain and then use new information. Data driven approach. Just because we enjoy certain methods of learning does it mean it will help me retain any new information? Challenging the way we learn can push us towards more durable learning processes. Instinct and intuition do not answer the question of education necessarily. Building effective strategies. Why cramming does not relate to long term memory of a topic. Understand what it is that helps people learn and retain information over a longer period of time. Retrieval practice bringing things to mind, spacing practice, spreading learning over a period of time. It is difficult to predict an individual way of learning rather then a larger group on average. Confirmation bias can muddy research waters. Expecting to see something can create patterns. Finding ways to remove bias such as breaking a theory down to disprove it. Results free of bias lead to stronger data.  Spacing and retrieval. Spacing and retrieval have been around since the 1800s and used repeatedly. How the true value of all knowledge and understanding is application. The art of communication. Student driven research into learning through accessibility.   What other misunderstandings do people have around learning? Designing with the human in mind. The cognitive process. Getting the information in is only one step, you have to be able to get the  information back out and apply it. Retrieval cues and how they help. The importance of finding ways to bring back to mind recently learned information to help it stick. Bridging the gap from study to new awareness and understanding. Situational awareness building can help develop new behaviours. Encoding information does not necessarily lead to retrieval.  Storytelling as a way to help retrieve new information. Holding interest to hold attention. Does interest really govern retention?  If a person likes engaging they will likely engage more with a topic or action. Attention span can often be affected by external influence like eating breakfast and rest. Bite sized learning spread out over a longer period can aid retention. Sometimes ’seductive details’ can be distracting even if entertaining.     RESOURCES AND TOPICS FOR FURTHER STUDY Understanding How We Learn: A Visual Guide Elizabeth Loftus More on Retrieval Practice   FIND MEGAN SUMERACKI ONLINE: LinkedIn Twitter Learning Scientists Website   Please subscribe to the podcast in iTunes, and if you enjoyed this interview, please share with your friends and colleagues and leave a 5 star rating and review.  Thanks for listening and sharing. Bruce & The Re-thinking the Human Factor Podcast Team

As Learning Sciences and insights into ‘how we learn’ evolve very rapidly and the onset of AI and technologies are likely to become increasingly important to education and learning, EdTech may no longer be able to ignore the research and findings of Learning Science. We hear from three eminent Learning Scientists and education researchers in what they belief EdTech should consider when developing products and how EdTech entrepreneurs should engage with learning scientists to inform product development, pedagogy and technological approaches. Cognitive psychology, neuroscience, AI and pedagogy are seeing considerable developments that increase our understanding of learning and the influence pedagogy. Engaging with the experts and the research finding may only be possible if a mutual exchange between EdTech and Learning Science can be established to benefit learning. In a Fireside Discussion, we hear why a dialogue is needed.   #GESF @VarkeyFDN

In the week of the release of 'Dual coding for teachers' , we discuss the work of Paivio and Clark, Sweller and others. We talk about the recent popularity of cognitive science and how it has shone a light on dual coding . We natter about cog sci and graphic principles and how to ensure research can cater for both the busy teacher and the research hungry colleagues out there! We discuss how oliver has worked with 35 teachers, teacher developers, psychologists and information designers to share their dual coding practice. we also look at his collaborations with The Learning Scientists, Tom Sherrington and Stephen Tierney. A great episode (if I do say so myself) so like subscribe and share. Thank you for listening About Oli Cav I used to be a headteacher of a special school, wrote several books on visual teaching strategies and was a trainer in schools and colleges for nearly a decade. After an inspired visit to the 2008 Berlin VizThink conference, I invented the HOW2s — visual step-by-step guides to teaching techniques. Now, I design and illustrate books, produce poster summaries of educational ideas, create visual branding, visualise CPD packages, and make the occasional presentation in the UK and Europe. oliver@olicav.com | @olicav The book:Dual coding with teachers https://www.amazon.co.uk/Dual-Coding-Teachers-Oliver-Caviglioli/dp/1912906252/ref=sr_1_1?crid=13PZRI630IG2W&keywords=dual+coding+for+teachers&qid=1559666319&s=gateway&sprefix=dual+coding%2Caps%2C136&sr=8-1 Research discussed https://www.csuchico.edu/~nschwartz/Clark%20&%20Paivio.pdf --- Send in a voice message: https://anchor.fm/naylorsnatter/message

Dr Lisa Quinn is a Lecturer in Medical Education at the School of Medicine, University of Leicester in the UK. In this episode I talk to Lisa about her use of technology, and specifically iPads, to teach anatomy and support workplace-based-assessment. We also talk about effective teaching and learning strategies and her trip to a CPD course run by the Learning Scientists.   You can follow Lisa on Twitter here.   To continue the conversation use: #AnatPodcast Follow: @AnatEducPodcast Visit: anatomypodcast.co.uk for more information   This episode is sponsored by: The American Association of Anatomists. For information about upcoming events, membership details and much more, visit www.anatomy.org and @anatomymeeting. The International Association of Medical Science Education (IAMSE). For more information on meetings, membership options and funding, visit www.iamse.org and @iamse. Adam Rouilly. For information on their wide range of products to support all aspects of healthcare education, visit www.adam-rouilly.co.uk and @AdamRouilly. LEEC. For information on their anatomy teaching related equipment, visit http://www.leec.co.uk/ and @LEECLtd.

Dr. Megan Sumeracki teaches us about Spacing, Retrieval, Interleaving, Elaboration, Dual-coding, and Concrete Examples. You will not want to miss this episode covering the evidence-based learning strategies that are proven to be the most effecting study methods. On today’s show, Dr. Megan Sumeracki will teach us about Spacing, Retrieval, Interleaving, Elaboration, Dual-coding, and Concrete Examples. Using these methods are a proven way to make your study time more efficient. Intro 2:16 The Learning Scientists Podcast & Bi-directional Communication 4:13 The Importance of Learning Research as open-access 5:27 The Six Strategies of Effective Learning from the Institute for Education Sciences (2007?) & The National Council for Teaching Quality Report (2016?) 7:45 A Brief History of Spacing and Retrieval Practice, Ebbinghaus, and Memory Accessibility 9:57 What is Spacing and How do We Use it? 12:17 The Ins and Outs of Retrieval Practice 14:47 Interleaving Your Study Practice (19:10 Taylor and Rore? 2010 blocking v. interleaving) 21:20 Elaborative Interrogation: The How, When, Why, and Where of Your Study Material 24:40 Dual Coding: Combining Visual information with your Learning! 28:05 Concrete Examples: The More the Merrier 32:54 Closing Advise from Dr. Sumeracki: Use These Strategies!!! Also, you can find Dr. Sumeracki’s books on Amazon, research articles, and some great podcasts by the Learning Scientists on Retrieval for medical residents, and an interview with her sister, Dr. Alyssa Smith.

Closing out the first year of this podcast, host Kevin Patton reviews some of the topics covered throughout the year. Caller Adam Rich asks about giving feedback to students in online tests. Have we discovered a new type of blood vessel in bones? 00:42 | Adam Rich Asks About Student Feedback 10:32 | New Type of Vessel in Bones 14:17 | Big Ideas: Content Updates & Applications 20:15 | Big Ideas: This Podcast 20:45 | Big Ideas: Featured Ideas of the Year 29:45 | Big Ideas: Wrapping Up the Year   If you cannot see or activate the audio player click here. Questions & Feedback: 1-833-LION-DEN (1-833-546-6336)Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   "Do what you can, with what you have, where you are."  (Theodore Roosevelt)   1 | Adam Rich Calls In 10 minutes Kevin responds to a call from Adam Rich of SUNY Brockport regarding giving students feedback/corrected responses in online tests. Spaced Retrieval Practice | Episode 1 Test Debriefing Boosts Student Learning | Episode 11 Test Frequency in the A&P Course | Episode 33 Long Term Learning | Five Strategies for Teaching A&P Testing as Teaching     2 | New Type of Vessel in Bones 3.5 minutes Scientists have discovered a system of small vessels that cross every part of a bone's cortical layers to supply most of the bone's blood—over 80% of the arterial supply and 59% of venous drainage. The proposed name is trans-cortical vessels (TCVs). We've discovered a new type of blood vessel in our bones (brief article summarizing the discovery) my-ap.us/2B6tHce A network of trans-cortical capillaries as mainstay for blood circulation in long bones (full research article) my-ap.us/2B6ttSq Video (gif) showing a virtual trip through a TCV my-ap.us/2B6XX6H     3 | Big Year: Content Updates & Applications 6 minutes The first of several segments in a "debriefing" of the first year of this podcast. This year brought many content updates and brief teaching snippets, from using green pens for grading to the role of platelets in immunity. Too many to mention, but Kevin gives his best shot at listing some of those that seem to be most memorable.     4 | Big Year: Evolution of This Podcast 9.5 minutes What are show notes and how do they differ from the episode page? How best to listen and share? What's the episode list (theAPprofessor.org/podlist)? Preview episodes! And a word about our sponsors: The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast. Did you know there's a one-day regional HAPS conference in March? Check it out. You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Anatomy & Physiology Society  theAPprofessor.org/haps   The searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by The American Association of Anatomists (AAA) at anatomy.org Searchable transcript Captioned audiogram    5 | Big Year: The Big Ideas of the Past Year  11 minutes Each full episode usually has a "featured topic." This segment reviews some of the major topics and themes that emerged during the first year of the podcast.  From caring-empathy-compassion to integrity to storytelling, and from testing-as-teaching to elephant skin to learning science, a lot was covered! And what about those guest interviews--the Learning Scientists, media expert Barbara Waxer, anatomy educator Aaron Fried, and artist-professor Paul Krieger? And let's not forget those "lucky numbers"!     5 | Big Year: Wrapping Up 2 minutes What do you want me to cover? I have some ideas, of course. But I want to hear  your ideas, too! 1-833-LION-DEN 1-833-546-6336 podcast@theAPprofessor.org @theAPprofessor (Facebook, Twitter, Instagram, Pinterest, and beyond)   If the hyperlinks here are not active, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available at the script page. Listen to any episode on your Alexa device. Join The A&P Professor social network: Blog Twitter @theAPprofessor Facebook theAPprofessor Instagram theAPprofessor YouTube Amazon referrals help defray podcasting expenses.Transcript and captions for this episode are supported by the American Association of Anatomists.anatomy.org The Human Anatomy & Physiology Societyalso provides support for this podcast. theAPprofessor.org/haps(Clicking on sponsor links helps let them know you appreciatetheir support of this podcast!)

Kevin Patton responds to a question from Krista Rompolski about how often we should test our students. Updates on hair color genetics and how the somatosensory cortex is mapped. And what about those preview episodes? 00:41 | Hair color inheritance 07:07 | Sponsored by AAA 07:21 | Building body maps 10:14 | Preview episodes 11:39 | Sponsored by HAPS 12:11 | Featured: Test frequency in the A&P course If you cannot see or activate the audio player click here. Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   Every science begins as philosophy and ends as art. (Will Durant)   1 | Hair color inheritance 3.5 minutes New information about the inheritance of red hair shows that there's a lot more to it than just having two copies of the red-hair version of the gene MC1R. A lot more. Maybe its not just polygenic, but perhaps omnigenic. Hair colour gene study sheds new light on roots of redheads' locks (summary of the update) my-ap.us/2zYXkeL Genome-wide study of hair colour in UK Biobank explains most of the SNP heritability (the research article in Nature Communications) my-ap.us/2zWWIpU     2 | Sponsored by AAA 0.5 minute The searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by The American Association of Anatomists (AAA) at anatomy.org Searchable transcript Captioned audiogram      3 | Building body maps 3 minutes It turns out that all that kicking inside the uterus during the last trimester of pregnancy has a role in the mapping of our body in the somatosensory cortex. Babies kicking in the womb are creating a map of their bodies (summary of the update; includes videos) my-ap.us/2A0t8jv Newborn babies' brain responses to being touched on the face measured for the first time (some related news) my-ap.us/2zWX3ZI Developmental trajectory of movement-related cortical oscillations during active sleep in a cross-sectional cohort of pre-term and full-term human infants (the research article in Scientific Reports) my-ap.us/2A0lcib     4 | Preview episodes 1.5 minutes If you haven't been listening to the preview episodes released shortly before each full episode, try them out! Then let me know what you think.   5 | Sponsored by HAPS 0.5 minutes The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast. Did you know there's a one-day regional HAPS conference in March? Check it out. You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Anatomy & Physiology Society  |  theAPprofessor.org/haps     6 | Test frequency in the A&P course 13.5 minutes Listener Krista Rompolski calls in and asks Kevin for his opinion on the best frequency of tests for the undergraduate A&P course. Here are some previous episodes outlining Kevin's testing practices (and why he does it that way): Episode 1 | Intro | Spaced Retrieval Practice Episode 2 | Testing As a Teaching Strategy Episode 3 | Pre-Tests Power-Boost Learning Episode 4 | Cumulative Tests Make Learning Last Episode 7 | Teaching For Long-Term Learning Here's the episode in which The Learning Scientists talk about the value of retrieval practice Episode 27 | Understanding How We Learn, a Chat with Yana Weinstein & Megan Sumeracki If the hyperlinks here are not active, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available at the script page. Listen to any episode on your Alexa device. Join The A&P Professor social network: Blog Twitter @theAPprofessor Facebook theAPprofessor Instagram theAPprofessor YouTube Amazon referrals help defray podcasting expenses. Transcript and captions for this episode are supported by the American Association of Anatomists.anatomy.org The Human Anatomy & Physiology Society also provides support for this podcast.theAPprofessor.org/haps(Clicking on sponsor links helps let them know you appreciate their support of this podcast!)

In this episode, Megan interviews Dr. Althea Kaminske, the newest member of the Learning Scientists and Assistant Professor at St. Bonaventure University in New York.

Episode 024: Dr. Megan Sumeracki & Dr. Yana Weinstein - The Learning Scientists The Learning Scientists are cognitive psychologists who spend their time sharing research-backed study methods via their podcast, their blog, and their new book, Understanding How We Learn: A Visual Guide. Today, they talk to us about their research and how it translates into the classroom. Enjoy! Connect with The Learning Scientists Website: www.learningscientists.org/ Twitter: Dr. Weinstein: @doctorwhy; Dr. Sumeracki: @DrSumeracki; Learning Scientists: @AceThatTest Connect with Vrain Waves Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb Links & Show Notes IES Report: Organizing Instruction and Study to Improve Student Learning, 2007 (05:06) Learning Scientists (LS) 6 strategies: Spaced Practice, Retrieval Practice, Elaboration, Interleaving, Concrete Examples, Dual Coding Retrieval Practice (07:48) The Testing Effect Concept maps from memory Blog post Podcast episode on retrieval Cognition and Learning Lab at Purdue (12:47) Deconstruct concepts into pieces for retrieval (15:15) Retrieval practice helps with flexible application of learned facts / concepts in new situations (17:08) Cognitive Processes & Creativity (18:26) Learning Scientists’ Weekly Digests - subscribe today! Recent digest on creativity Spacing (19:11) Podcast episode on Spaced Practice Blog post about spacing Inefficiency of cramming for long-term benefit (21:08) (Blog post) Weekly Digest: Teachers’ Implementation of Spaced Practice Interleaving (25:08) Weekly Digest on Interleaving Podcast episode on Interleaving Blog posts on Interleaving Studies on interleaving - performance starts worse but is better in long term; “The Effects of Interleaved Practice” - Taylor & Rohrer, 2010 (30:47) Felicia Smith (story) Learning styles (36:04) Weekly Digest on learning styles Sharing the strategies with students (43:04) Strategies Posters on the learning scientists website Out of our heads & into the classroom (46:37) Understanding How We Learn: A Visual Guide Time logs (47:43) @AWellington83 Find Becky’s sketchnotes from previous episodes at vrainwaves.com Learningscientists.org The Effortful Educator RetrievalPractice.org / Make it Stick “Every time a memory is brought to mind, it is reconstructed and reinforced. When students take a quiz, they’re not just checking their memory, they’re enhancing it.” ATTN ST VRAIN TEACHERS: Please feel free to reach out to Kim Wiggins, one of the SVVSD Assessment Coordinators, who has more resources and a huge passion for these topics! wiggins_kimberly@svvsd.org, or find her on twitter @KWigginsSVVSD. Episode 024: Dr. Megan Sumeracki & Dr. Yana Weinstein - The Learning Scientists The Learning Scientists are cognitive psychologists who spend their time sharing research-backed study methods via their podcast, their blog, and their new book, Understanding How We Learn: A Visual Guide. Today, they talk to us about their research and how it translates into the classroom. Enjoy!

Weinstein & Sumeracki join Kevin for a conversation about their new book that explores how learning science can help us teach more effectively & help our students learn more effectively. And a brief update on how myosin-actin interactions in the RBC cytoskeleton help regulate cell shape and deformability. 0:59 | New discovery about the shape of red blood cells 4:54 | Featured: Chat with the authors of a new book about how we learn If you cannot see or activate the audio player click here. Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   "Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike." Yana Weinstein & Megan Sumeracki in Understanding How We Learn: A Visual Guide   1 | Regulation of Red Blood Cell Shape 4 minutes Recent evidence points to a myosin-actin interaction in  the cytoskeleton connected to the plasma membrane as a key mechanism for regulating RBC deformability. Thus that old myosin-actin attraction learned while exploring muscle contraction accomplishes important tasks in other parts of the body, too! Healthy red blood cells owe their shape to muscle-like structures (brief synopsis) Myosin IIA interacts with the spectrin-actin membrane skeleton to control red blood cell membrane curvature and deformability (research article)   2 | Understanding How We Learn: A Visual Guide 23 minutes Dr. Yana Weinstein and Dr. Megan Sumeracki join Kevin for an informative chat about their new book Understanding How We Learn: A Visual Guide. These learning scientists explain how A&P professors can use the six strategies for learning in their courses to help students learn. Understanding How We Learn: A Visual Guide (the book; multiple formats available) Featured in The A&P Professor Book Club learningscientists.org (the website for The Learning Scientists; links to blog, podcast, videos, downloadable resources; good link to share with your A&P students) @AceThatTest (follow The Learning Scientists on Twitter) Related resources from The A&P Professor Episode 1: Spaced Retrieval Practice (the pilot episode of this podcast explored Kevin's experience with combining spacing and retrieval practice (discussed by Weinstein & Sumeracki in today's chat). Episode 7: Teaching for Long Term Learning Seminar: Long Term Learning | Five Strategies for Teaching A&P Please call in with your reactions, questions for the authors, comments, and ideas for implementing the tips in this book: 1-833-LION-DEN or 1-833-546-6336 podcast@theAPprofessor.org Here's an example of a visual chapter preview mentioned in the interview. Sample from Understanding How We Learn: A Visual Guide If the hyperlinks here are not active or images do not appear, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available at the script page. Listen to any episode on your Alexa device. Join The A&P Professor social network: Blog Twitter @theAPprofessor Facebook theAPprofessor Instagram theAPprofessor YouTube Amazon referrals help defray podcasting expenses.  

Episode 008: Glenn Whitman, NeuroTeach Today we talk with one of the authors of NeuroTeach: Brain Science and the Future of Education, Mr. Glenn Whitman. His dedication to understanding neuroscience and learning in order to effect change at the school building level permeates policy at the Center for Transformative Teaching and Learning at St. Andrew’s Episcopal School in Potomac, Maryland. Glenn speaks to us about the ways in which learning about the brain can enhance our instruction. Connect with Glenn Whitman Twitter: @gwhitmancttl | Website: thecttl.org | Book: NeuroTeach: Brain Science and the Future of Education Links & Show Notes Out of our heads and into the classroom Memory Palace / Memory Journey (1:35) ..* Kevin Horsley, International Grandmaster of Memory ..* Priming (2:55) ..* Spacing (3:25) ..* Hidden Brain (3:49) ..* Thinking Fast & Slow / You are Not So Smart (4:11) ..* “The more you know, the easier it is to know more.” ..* Science of Success episode with Kevin Horsley ..* Storytelling (5:00) ..* Dreams as a story to create narrative from chaos ..* Broca’s Area (5:37) ..* Brain lighting up when hearing stories same as if action was happening to you (fMRI) ..* Stillmotion: touch the heart to move the mind Intro to Glenn Whitman (6:50) ..* NeuroTeach ..* CTTL ..* Think Differently & Deeply One educational truth: Every day every kid will bring his or her brain to class (7:54) How do kids actually learn, never trained (8:37) In 2007 - asked ourselves ‘What makes an Expert Teacher?’ (9:02) ..* Do we know enough about the organ of learning, the brain? Only 20% of teachers have been exposed to that sort of training, per Glenn’s experience Mind Brain Education - train St Andrews Teachers in the Learning Brain + ongoing PD in Educational Neuroscience (10:17) ..* Denise Pope at Stanford ..* Dan Willingham at UVA ..* Rob Coe at University of Durham in UK Mission-driven (12:55) Teacher enthusiasm for working with research (13:41) “Can you change the culture of a school through research?” (14:22) ..* We don’t intentionally use research enough in the learning space to improve instruction. ..* Teacher as researcher ..* Ready-made research (15:25) ..* E.g. Memory (16:00) ..* Spacing effect, active retrieval, dual coding, flashcards being misused ..* Action Research (17:01) ..* Original Research studies (17:25) Unconscionable List (18:12) - “detrimental pedagogy” ..* Labeling students (19:15) ..* Surprise quizzes that count for substantial points (19:51) ..* Wasting the beginning and the end of class (20:34) ..* Ebbinghaus Curve of Forgetting (21:55) ..* Exclusive Content: add 2 more to the list ..* No high school should start before 830 am (22:42) ..* No more than 4 subjects a day (23:20) ..* Other unconscionable list items: ..* Balance between project-based learning and the content knowledge necessary to be successful in those projects (23:38) ..* The Myth of Learning styles (24:34) ..* Howard Gardner Start and end of class (25:31) 3 questions every Monday from one teacher - one thing you remember from last week, 1 thing you remember from last month, 1 thing you remember from September (28:19) ..* Primacy recency effect Labeling (29:09) ..* What labels do to our mindset (29:57) ..* Create a fixed mindset & a self-fulfilling prophecy ..* Neuroplasticity (31:09) The Mindset Scholars Network (31:40) ..* Belonging Mindset ..* Purpose & Relevance Mindset Study - Reminded participants of race before a math assessment (33:34) ..* Hardiman out of Johns Hopkins ..* Downshifting (33:55) 12 Things Teachers should do for every student every day (35:16) ..* Choice Final Exams (35:38) ..* Low stakes Formative Assessment (37:08) ..* Connection between emotion and learning (37:37) ..* Rick Wormeli “Fair is not always equal.” ..* Spacing / active retrieval / dual coding ..* Exclusive Content ..* Teaching students the neuroanatomy behind learning (39:37) Making the podcast better (40:03) ..* Think Differently & Deeply - authors podcast (40:25) ..* Acknowledging prior knowledge Teaching is a learning profession for the adult (42:03) ..* You should be better in June than you were in September ..* Project Zero’s Thinking Routines ..* Ron Ritchhart ..* CTTL - Center for Transformative Teaching and Learning Mind, Brain, Education (44:10) ..* Twitter is a great lifeline - the Learning Scientists - subscribe! ..* @gwhitmancttl ..* “NeuroTeach Global” being released in January 2019 (45:01) Multitasking (46:41) - think about the pace and the amount of activities we’re giving our students Self-testing is the million dollar strategy (49:00) - how much do you know without referencing anything, then build upon the gaps We want doctors that have studied the organs of the body; we want teachers that have studied the organ of learning (50:47) ..* Studying the learning brain should be the foundation in our professional learning for improving at other pedagogical techniques Takeaways (53:21)

What does research teach us about the best ways for teachers to teach and students to study? Guest experts Yana Weinstein and Megan Sumeracki, otherwise known as The Learning Scientists, school us on what research shows is is the best ... Read More » The post 194: Research Reveals the Three Best Ways to Teach, Learn, and Study appeared first on The College Prep Podcast.

What does research teach us about the best ways for teachers to teach and students to study? Guest experts Yana Weinstein and Megan Sumeracki, otherwise known as The Learning Scientists, school us on what research shows is is the best ... Read More » The post 194: Research Reveals the Three Best Ways to Teach, Learn, and Study appeared first on The College Prep Podcast.

Dr Megan Sumeracki (formerly Smith) is an Assistant Professor of Psychology at Rhode Island College, Providence. Megan is a cognitive psychological scientists and Co-Founder of the hugely popular Learning Scientists website, with her colleague Dr Yana Weinstein. She joins me for an in depth chat about her career path into cognitive psychology, education research and 6 evidence-based learning strategies that aim to support students in developing effective study techniques.   To find out more about the Learning Scientist visit: http://www.learningscientists.org/ You can download posters that outline each of the learning strategies here. Once you have finished listening to Megan’s podcast, visit the Learning Scientists’ podcast here.   Since recording the podcast Megan has married. You can follow Megan on Twitter using the handle: @DrSumeracki and the Learning Scientists at: @AceThatTest To continue the conversation use: #AnatPodcast Follow: @AnatEducPodcast Visit: anatomypodcast.co.uk for more information   The Anatomy Education Podcast is supported by the American Association of Anatomists. For information about upcoming events, membership details and much more, visit www.anatomy.org. Since recording the podcast Megan has married. You can follow Megan on Twitter using the handle: @DrSumeracki and the Learning Scientists at: @AceThatTest To continue the conversation use: #AnatPodcast Follow: @AnatEducPodcast Visit: anatomypodcast.co.uk for more information   The Anatomy Education Podcast is supported by the American Association of Anatomists. For information about upcoming events, membership details and much more, visit www.anatomy.org.

In this episode, the two of us – Dr. Yana Weinstein (UMass Lowell) and Dr. Megan Sumeracki (formerly Megan Smith; Rhode Island College) – introduce ourselves and tell you a bit about our backgrounds, how we came to start the Learning Scientists project, and what we’ll be talking about on this podcast.

The Learning Scientist are researchers determined to help teachers build academic confidence in their students. They do this by offering proven strategies to help kids achieve. Here is the team:Remarkably, they provide all of this free free advice via a comprehensive and powerful resource, which is their website. In this episode, I’ll discuss with Dr. Smith and Dr. Kupper-Tetzel:How the Learning Scientists came to beHow to utilize their tremendous website2 of their 6 strategiesLet the Learning Scientists help you help your kids build academic confidence.