LEARNING HACK #16: Don’t cheat yourself

This post is part of a series challenging our assumptions about learning techniques. We’re asking you True or False questions to see what you do and don’t know about how to learn effectively, as well as giving you up to date information from current research into learning. This is the final post in the series, so make sure to check out the previous 15 learning hacks too.

It is better to look at the correct answer straight after answering a question, rather than after completing the entire paper.

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It is better to look at the correct answer straight after answering a question, rather than after completing the entire paper.

THIS IS FALSE.

We all feel the pull to the biscuit tin as it approaches tea-time, just as we all have an itch to check the mark scheme immediately after answering a question.There is no point being tested if the correct answers are never provided, but it is even more effective to provide these answers slightly delayed as opposed to right away.

By preventing ourselves from looking at the answers until the end of the paper we not only simulate a more realistic exam environment, we also force ourselves to answer questions independently without the need for reinforcement from correct answers.

Want to read more on this topic? Check out these links:

  1. Test format and corrective feedback modify the effect of testing on long-term retention
  2. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing

What is Up Learn? Up Learn uses artificial intelligence and research from cognitive science to help students achieve A* results. Find out more.

We’re releasing a new learning hack every 2 days. Like our Facebook page to be notified!

LEARNING HACK #15: Repeat until you reach 100%

This post is part of a series challenging our assumptions about learning techniques. We’re asking you True or False questions to see what you do and don’t know about how to learn effectively, as well as giving you up to date information from current research into learning. Check out the previous post in this series and read the most recent one below.

Spending a certain amount of time on a topic will guarantee that you attain a certain grade. There is a base level amount of time that we all need to spend on any topic in order to learn it effectively.

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Spending a certain amount of time on a topic will guarantee that you attain a certain grade. There is a base level amount of time that we all need to spend on any topic in order to learn it effectively.

THIS IS FALSE.

We are drawn to thinking that practice makes perfect and that spending a certain amount of time learning something will get everyone in the class to the same level.

An alternative to this idea is known as Mastery. Mastery means that a student must ‘master’ a topic, i.e. achieve 90% or more in a test, before moving onto the next. In the 1960s, a famous education researcher called Benjamin Bloom compared students in a conventional classroom to those in a mastery learning classroom and found that the average student in the mastery class was above 84% of students in the conventional class.

Mastery means that a student won’t be judged by how long they need to spend on a topic. Eventually, all students will achieve the same level of learning, but, understandably, some may take longer than others.

Want to read more on this topic? Check out these links:

  1. Mastery learning (Wikipedia)
  2. The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring

What is Up Learn? Up Learn uses artificial intelligence and research from cognitive science to help students achieve A* results. Find out more.

We’re releasing a new learning hack every 2 days. Like our Facebook page to be notified!

LEARNING HACK #14: Cut out all distractions

This post is part of a series challenging our assumptions about learning techniques. We’re asking you True or False questions to see what you do and don’t know about how to learn effectively, as well as giving you up to date information from current research into learning. Check out the previous post in this series and read the most recent one below.

Increasing our ability to multitask means that we can work on many things at once. If we can work on many things at once then we can progress faster in all areas.

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Increasing our ability to multitask means that we can work on many things at once. If we can work on many things at once then we can progress faster in all areas.

THIS IS FALSE.

It’s like playing a piece on the piano while painting a picture. Both require the full attention of your hands. To play the piano piece and paint a picture simultaneously means doing both less well than if you were to concentrate solely on one or the other.

In this analogy your hands represent your brain. We presume that if we set our brain to task on more than one thing at a time that we will achieve more, but actually this would compromise how well the brain copes with each task.

The truth is that multitasking is highly ineffective. Multitasking puts a strain on our working memory and clouds our view of the information that really matters. Textbooks may include little quips or extra information in order to engage us, but sometimes this actually takes up space in our working memory and prevents us from focusing on the core concepts. It is therefore important to maintain a careful balance between adding information that will engage us and adding too much unnecessary information that it distracts us. Achieving this balance is vital to effective learning.

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Want to read more on this topic? Check out these links:

  1. Nine Ways to Reduce Cognitive Load in Multimedia Learning
  2. The Myth of Multitasking

What is Up Learn? Up Learn uses artificial intelligence and research from cognitive science to help students achieve A* results. Find out more.

We’re releasing a new learning hack every 2 days. Like our Facebook page to be notified!