SMART Learning Objectives
After completing this workshop, you will be able to:
|
Content Summary
Chapter 7 summary, Increase Your Abilities
Intellectual abilities were commonly thought to be set at birth by genetic coding, but scientific research has revealed that the human brain has the ability to reorganize itself by forming new neural pathways throughout life. Neuroplasticity allows the neurons in the brain to compensate for injury and disease, but also to adjust their pathways in response to new learning situations and changes in environment, or practice. These physical aspects conclude that learning, or an individual’s IQ, is considered mutable and able to change through course of education and skill-practice (Brown, Peter., Roediger III, Henry L., & McDaniel, Mark A., 2014).
Even though an individual’s IQ may be based somewhat on genetics, external factors can shape how well we learn and retain accumulated knowledge. Nutrition, environmental and physical factors, social influence, all play a part in influencing an individual’s IQ and our capacity to learn (Brown, et al, 2014).
Two types of cognitive concepts are applied when determining an individual’s IQ:
Mechanisms which influence IQ include:
In summation, learners who adopt a Growth Mindset based upon grit and perseverance are more successful in school and later in lively pursuits, such as their sport or profession. Our intellectual abilities are not set at birth, but are indeed influenced by the extenuating factors individuals place upon themselves, whether by choice, or social or physical circumstance (Brown, et al, 2014).
|
Chapter 8 summary, Make It Stick
The last chapter of the book is a summation of the learning techniques and best practices for reinforcing permanent memory recall:
These learning techniques can be used individually, or combined to create a holistic learning pattern, and when combined with a growth mindset set a path towards mastery and success (Brown, et al, 2014).
|
How to Use Retrieval Practice to Improve Learning
This downloadable guide is an explanation on the subject of Retrieval Practice and how it can be best applied towards learning habits. Retrieval Practice is a learning method focussed on calling information from memory, thereby strengthening the learning process through practice versus just simple memorization. Sometimes such recall can be a struggle, but such challenges improves memory and long-term learning (Argawal, P. K., Roediger III, H. L., McDaniel, M. A., & McDermott, K. B., 2013).
Retrieval should be used as a learning strategy and not just for measurement through testing. Encouraging retrieval throughout the learning process improves retention and understanding of classroom material. When implemented through the learning process, gaps are identified and assist in identifying areas that are unknown. Through retrieval practice, known subjects are solidified in long term memory and recollection, and gaps in subject knowledge are identified, creating an environment of improvement seeking versus passive memorization (Argawal, et al, 2013).
|
Carol Dweck: Mindset- The new psychology of success
In a Fixed Mindset, people believe that their basic abilities, intelligence, and talents are fixed traits and cannot be improved upon. They spend their time using these traits with no goals for improving them and they believe talent alone leads to success. Over time, the result of this attitude towards learning or skill development sapps their desire for achievement, resulting in less-than-desirable character and social traits. People who are stuck believing in a fixed manner wind up more aggressive in nature when dealing with conflict, and often become frustrated as tasks or social situations become difficult (Happy & Well, 2013).
In contrast, Growth Mindset nurtures development of personal characteristics and learning methods. People who believe their abilities can be developed versus relying on innate talent, discover that their achievement through hard effort creates a stronger learning habit. They in turn become more socially adaptable to conflict, and when difficult social and learning issues arise, their coping mechanisms are stronger versus turning to frustration and aggression. Just like developing knowledge, people’s personalities can be changed and thereby lowers stress, depression, and aggression, but also increases mental and physical health (Happy & Well, 2013).
|
Connections to Field and/or Discipline
To become an effective technical writer, you must embrace the concept of embracing difficulty, which is one of the basic tenants of having a Growth Mindset. The theme of this workshop related material which discussed in depth the mentality of Growth Mindset and mechanisms to be used to adhere to its principles, such as Deliberate Practice and Memory Cues.
Prior to any writing assignment, you must not only know the subject to be written, but you must own the subject. Ownership is practiced through using software, or researching source material consistently and thoroughly, but also knowing when to seeking assistance where knowledge gaps exist. Deliberate Practice is using the software until mastery is achieved, and ultimately, you will have the ability to theorize in documentation its best use, using Memory Cues for key component discussion, and conveying useful material to your audience.
Spaced and interleaved practice, Elaboration, Generation, and Reflection are all learning techniques you can apply towards technical writing. Each learning technique should be explored to gain mastery of a subject, which allows you to create theory and proposal concepts which are easily translated to your documentation. Knowledge you gain is also a gain for your audience; the more YOU know, the more your audience will know.
|
Suggestions for Implementation
Embrace the concept of Growth Mindset!
|
Formative Assessment
References
Brown, Peter., Roediger III, Henry L., & McDaniel, Mark A. (2014) Make it stick: The science of successful learning. Cambridge, MA : The Belknap Press of Harvard University
Argawal, P. K., Roediger III, H. L., McDaniel, M. A., & McDermott, K. B. (2013). How to use retrieval practice to improve learning. Institute of Educational Science. Retrieve from http://www.retrievalpractice.org/download/
[Happy & Well blog]. (2013, October, 20). Carol Dweck 'mindset - the new psychology of success' at happiness & its causes 2013. [Video file]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM
Argawal, P. K., Roediger III, H. L., McDaniel, M. A., & McDermott, K. B. (2013). How to use retrieval practice to improve learning. Institute of Educational Science. Retrieve from http://www.retrievalpractice.org/download/
[Happy & Well blog]. (2013, October, 20). Carol Dweck 'mindset - the new psychology of success' at happiness & its causes 2013. [Video file]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM