Learning is an essential survival skill, as it helps us thrive in new or changing situations. We can all agree that the goal of learning is to perform well when it counts. But let’s be clear that learning is not performance. Just memorizing material does not ensure the ability to test well or know how to use it. Transferring learning to performance is the goal. All of us have had experiences of thinking we were well prepared only to find out we were not. Maybe you had an experience like mine. Grooming my own dog sounded like such a good idea. Save money, bonding experience with my dog. I educated myself by watching YouTube videos and bought the recommended tools. Do you think it turned out perfectly on my very first try and that I was truly gifted? NO! It was so terrible, even my dog was ashamed and hid. My kids were horrified. Just learning did not make my performance excellent. So how do we transfer learning to performance?
Increase Sustained Attention & Focus
*Minimize distractions. Consider what is competing for your attention? Put phones in airplane mode or on silent because texts, calls, emails, news banners are all distracting. Avoid multi-tasking and don’t let distractions dictate our activities. A research study at the University of California at Irvine found that, on average, it takes around 23 minutes for most workers to get back on task after an interruption.
*Pomodoros. A 2011 study from researchers at the University of Illinois found that resources decline when you perform a single task for an extended period of time—and as your attentional resources drop, so does your ability to focus. But that study also found that taking short breaks from a task allows enhanced sustain focus and concentration over time. The Pomodoro System (named for tomato kitchen timer the creator, Francisco Cirillo, used) sets 25 minute work sessions followed by a 5-10 minute break. After 4 cycles take 30 minute break. This follows research that shows free play increases attentiveness. Since the 1960’s, schools in Finland teach for 45 minutes followed by 15 minute unstructured break outside socializing and playing, rain or shine. After two 45 minute cycles they play for 30 minutes. In East Asia students have structured instruction for 40 minutes and a 10 minute break. (A teacher directed break does not have the same results as free play.) Use these principles to find what works best for you, then using it consistently breeds success.
*Brain Games. Working memory and processing quick games can relax the brain so it is ready to learn in a fresh way. Play a quick game of alternating number, color, suite with a deck of cards or try the game Blink.
*Body-language. Closed and open postures and power poses affect our learning. EX: Research on over 1,500 volunteers was conducted by the Peases1 to find out exactly how the crossed-arms gesture affected learning. The volunteers, were divided into 2 groups for lectures: One group was asked to keep their legs uncrossed, arms unfolded, and take a relaxed sitting position. The second group were asked to cross their arms throughout the lectures. The second group retained 38% less information than the group with unfolded arms and also gave more critical opinions of the lecturers. EX: Harvard researcher, Amy Cuddy and her research team studied the impact of high power and low power poses by conducting a research study on 42 students. Saliva samples for each 42 participants measured their testosterone and cortisol levels before and after striking a high power pose for two minutes. Researchers were stunned by the impact that body language had on the hormones within the body. High power poses increased testosterone by 20 percent and decreased cortisol levels by 25 percent. Higher levels of testosterone leads to increased feelings of confidence and lower level of cortisol (stress hormone) is decreased anxiety and improved ability to handle stress.
*Engage with the material. The Cornell Method uses active note-taking in 3 sections: notes, keywords/questions/main idea and summary. Interact first by writing notes, then ask questions, then find themes, condense and summarize. Some find using physical activity while studying such as riding a stationery bike or walking may be the best study tool. When there is a complex topic, break into digestible format by breaking down every step of a procedure/problem and explain to yourself. Know each individual step of the process and be able to explain how to do it.
*Interleave practice optimizes performance. Traditionally, in school, we study and practice new skills with Blocking, practicing the same skills/topic over and over. (same type of pitch at a time, same type of math practice problems) Interleave works well with conceptual skills and motor skills. A variety of research shows that interleave, mixing together and alternating skills being studied and practiced, optimizes performance. It looks slower while learning, but it produces greater mastery in actual practice. EX: With students learning a new math skills were divided into Blocked and Interleave practice. The Blocked group has 89% accuracy in practice but only 20% in the final test. The Interleave group had 60% in practice but 63% on the final exam. (Rohrer & Taylor, 2007)
*Practice retrieving, not reviewing/restudy. It is a powerful learning event to practice retrieving learned information and lowers test anxiety later. Every time we retrieve information after a delay we modify our memory for that information that makes it more recallable. This is different than studying and reviewing with the answers before you. Instead, the active retrieving of information prepares our test taking abilities.Being quizzed by others helps when we see what we need to work on. Answering questions at the end of a chapter, taking a practice quiz, and working with the material to make a Quizlet and then playing the games with it are an effective tools. EX: Despite the many times we have viewed a flight attendant showing the steps of putting on a life vest on an airplane, do we really know how to do it? One time of practice and recalling the steps ourselves would help our actual performance.
*Space study sessions to overcome the “Curve of Forgetting”. Spacing study sessions increases recall. Cramming is only for short term memory. After a 1 hour lecture you will know 100% of what you know. By day 2 if material is not interacted with, you lose 50-80% (the brain assumes is isn’t necessary and brain dumps). By day 30 we retain 2-3% of the original hour. At that point you need to actually relearn the material as if it was totally unfamiliar. Start studying notes at least 10-20 minutes the first few days and then shorten that time. EX: Student A studied 60 minutes the day before the test took 60 minutes to complete the test. Student B studies 10 minutes for four days completed the test in 35 minutes.
*Group or Independent. Discuss, keep each other focused, positive peer pressure. Teachers learn twice, so try this: Each take a topic and study and teach it to others creatively. Quizzing others helps us interact with the material in another way. In our culture extroversion and charisma is celebrated. Let’s not forget some of the greatest leaders of the world were introverts. Introversion can be a super power for productivity, leadership, creativity if allowed to “go into the wilderness” and have deep learning and thoughts. Know what you need to be effective.
Test Taking Tips
*Make timed practice exams part of your preparation. Mark your average time on types of questions and see how to streamline. Preparation creates confidence.
*Budget time. Make it a habit to keep an eye on the clock. Know how many questions there are and budget your time. Three hour test is 180 minutes. If there are 85 questions you have two minutes per question. That means after 10 questions you should be on the 20 minutes mark.
*Meditate. Meditation has been linked to everything from improved focus to decreased stress and increased creativity. Who else is more productive when focused, unstressed and creative? In one study students who meditated for 10 minutes prior to the exam tested a whole letter grade higher.
*Peppermints. Several studies since 1990’s show peppermints and peppermint aroma improves cognitive function, sustained concentration, focus, alertness and attention while lowering frustration. An added bonus is to use them both during studying and testing since it triggers memory recall. One author finds that having her favorite latte when she sits down to work associates work with the pleasure of coffee (and the caffeine can be stimulating).
Study Environment
*Study appointment. Scheduling time as if it were an important appointment lowers risk of being distracted by responsibilities and develops a routine. It is generally accepted that morning is better for clear undistracted thought, while night fosters creativity.
*Vary conditions of study. Studies show varying where you study and not only studying in one location increases recall. Find places that contribute to the studying mindset with minimal distractions. Example: the bed represents rest and mind wandering, your spot on the couch may represent watching TV. Try having certain places in your home, a coffee shop, work and/or library that is for diligent focused study. This runs counter to standard advice to study in one location. Ex: Two groups of students on the Michigan campus studied a long list of words and then three hours later studied the same list of words. What differed between the groups is one group studied in the same location again and the other group studied in a new location. Three hours later they were all tested on these words in a new location. Those that studied in two locations knew 61% of the words, while those that studied in one location recalled 40%. (Smith, Glenberg, Bjork, 1978)
*Classical music. University research in France, published in Learning and Individual Differences, found that students who listened to a one-hour lecture where classical music was played in the background scored significantly higher in a quiz on the lecture when compared to a similar group of students who heard the lecture with no music. The researchers speculated that the music put students in a heightened emotional state, making them more receptive to information. Study music is calming. Try string quartets, lute suites, guitar and piano sonatas by composers such as Mozart, Poulenc, Debussy, Fauré, and Bach. Ambient sounds or nature sounds are helpful to some.
Learning is a lifelong activity. Transferring learning to performance is where life and learning improves. Try retrieving and interleaving and peppermints; see if they work for you and promote your optimal success.
https://health.gov/sites/default/files/2021-02/PAG_MYW_FactSheet_Adults_508c.pdf
https://www.theatlantic.com/education/archive/2014/06/how-finland-keeps-kids-focused/373544/
https://studyfinds.org/work-productivity-30-minutes-fresh-air/
https://www.integrify.com/blog/posts/4-reasons-taking-breaks-is-beneficial-to-your-productivity/
https://quizlet.com/search?query=Certified-Financial-Planner-exam&type=all
https://www.northwestern.edu/breathe/test-anxiety/
Google Ted Talk Interleave by by Elizabeth Bjork & Robert Bjork
The mission of More to Grow Cognitive Development Training is to improve learning ability and function through cognitive exercises that meaningfully transfer to all educational and everyday life situations so individuals maximize their potential.
Darlene Lewis, [email protected], https://moretogrow.com
The difference between training and tutoring is the ability to transfer meaning to new experiences verses replicating the taught task. Tutoring is an intervention centered on remediation of classroom content, such as math and reading skills. While these are wonderful helpful supports, they do not train the brain’s cognitive ability to learn. Cognitive training can be viewed as building legs under a table top so someone can sit at the table to learn various kinds of content.
Sally Goddard, in Reflexes, Learning, and Behavior, says, “Most education and many remedial techniques are aimed at reaching higher centers in the brain. A Neuro-Developmental approach identifies the lowest level of dysfunction and aims therapy at that area.” Training addresses foundational neurodevelopment and cognitive development needed for success academically and personally. Together these yield growth in auditory and visual memory, processing speed, working memory, attention, comprehension, communication and critical thinking that will transfer to the content of the classroom or workplace.
The purpose of training is to expand cognitive capacity for “transfer”, that is to say, the ability to generalize a learned skill to another thought or experience. If the children cannot transfer meaning to dissimilar tasks then cognitive development isn’t being achieved. Consider an example of being tutored how a cell utilizes ATP for energy as an example of learned content. Training transfers developing working memory skills to doing long division math problems or remembering all five chores mom asked you to do before school.
Training the brain’s cognitive ability to learn depends upon the neuroplasticity of the brain, the changeability or modifiability of the brain. Jean Piaget’s theory was intelligence was fixed and could not be changed and that it developed at predictable stages at predetermined times with mastery required before each new stage. This view has been embraced by many educators and psychologists. Yet, his contemporary Reuven Feuerstein was a cognitive and clinical psychologist, who believed intelligence was modifiable regardless of age, neurodevelopmental conditions, and disabilities. He believed an inability to do something was the person’s intelligence lying dormant. A mediator takes the learner beyond their natural limitations so they can reach their full cognitive potential. Through training, a latent intelligence can surface even if it is years beyond critical age for learning that skill. More than 2000 scientific research studies and many case studies spanning various populations support Feuerstein’s statement, “Everyone – regardless of age, etiology, or disability – has immeasurable ability to enhance their learning aptitude and heighten their intelligence.” The brain can change. IQ is a snapshot of what you know, not what you can know.
Cognitive Development Training strengthens learning ability through cognitive exercises that meaningfully transfer focus, comprehension, and processing to all educational and everyday life situations so individuals maximize their potential.
Brown, CT. Computer Training or Human Mediator, Nova Science Publishers, Inc.
URL: https://equippingminds.com/research/research-studies/
Feuerstein R, Feuerstein R, Falik L. Beyond smarter: Mediated learning and the brain’s capacity for change. New York: Teachers College, 2010.
The journey to excellence. Intelligence is not fixed. URL: http://journeytoexcellence.org.uk/videos/ expertspeakers/intelligenceisnotfixedbrianboyd.asp.