<\/p>\n
<\/iframe><br \/>\n<a href=\"https:\/\/prezi.com\/r6r6pcg5rxqb\/the-thinking-ladder\/#\">THE THINKING LADDER\/BLOOMS TAXONOMY<\/a><br \/>\n<a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/6-strategies-for-effective-studying\/\" rel=\"attachment wp-att-3320\"><img loading=\"lazy\" class=\"alignnone size-large wp-image-3320\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/6-Strategies-for-effective-studying-791x1024.jpg\" alt=\"6-strategies-for-effective-studying\" width=\"500\" height=\"647\" srcset=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/6-Strategies-for-effective-studying-791x1024.jpg 791w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/6-Strategies-for-effective-studying-232x300.jpg 232w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/6-Strategies-for-effective-studying-768x994.jpg 768w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/6-Strategies-for-effective-studying-618x800.jpg 618w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/6-Strategies-for-effective-studying.jpg 1200w\" sizes=\"(max-width: 500px) 100vw, 500px\" \/><\/a><\/p>\n<h4><strong>Learning how to study:<\/strong><\/h4>\n<h3><strong><span style=\"color: #ff0000;\">\u00a0<a href=\"http:\/\/www.learningscientists.org\/blog\/2016\/6\/23-1\">Technique #1 – “Retrieval Practice”<\/a><\/span><\/strong><\/h3>\n<p><strong>Retrieval practice <\/strong>involves bringing information to mind from memory. This happens when students take practice tests or quizzes, but it can be done in other ways too. For example, students can just write out what they can remember on a blank sheet of paper, or even draw ideas. The key is that they should bring the information to mind from memory. So, copying one\u2019s notes would not be very helpful, but trying to summarize their notes from their memory would be very beneficial. The students do not need to remember everything and can check their notes or course materials after retrieval to fill in gaps. In the classroom, instructors can utilize frequent low-stakes or no-stakes quizzes, and ask students to jot down what they can remember about topics in the classroom (not necessarily to be collected).<\/p>\n<p><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/Pjrqc6UMDKM?rel=0\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h3><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/Qto4iAwqIOo\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/h3>\n<h3><strong><span style=\"color: #ff0000;\">Technique #2 – Spaced Practice<\/span><\/strong><\/h3>\n<p><strong>Spacing<\/strong> or spreading out learning opportunities over time improves learning. For example, students will learn and retain more if they study 30 minutes M-F, rather than for 2.5 hours all on one day. Students should create a schedule with brief study sessions each day and stick to it. Blocking off time works best because it is easy to procrastinate when an exam is not upcoming. It is also beneficial to spread out the topics being studied so that there is a space between the repetition of the same ideas. In class, instructors can repeat the most important concepts in multiple classes; the spaced repetition really helps!<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/qJ7HtVV2oo8\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p> <\/p>\n<h3><strong><span style=\"color: #ff0000;\">Technique #3 – Dual Coding<\/span><\/strong><\/h3>\n<p><strong>Dual coding <\/strong>is all about combining verbal representations of information (words) with visual representations of information (pictures\/diagrams). When we combine these, it is easier for us to understand the information being presented. Importantly, this is not the same thing as learning styles. While students do have preferences, matching these preferences does not help them learn. Instead, we all learn best when we have multiple representations of the same idea. Importantly, make sure the students have enough time to digest both representations. When students are studying, they should use multiple representations and try to explain to themselves how the different representations show the same idea.<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/wixEGpznyG8\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p> <\/p>\n<h3><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/91SqSp2Ljqc\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/h3>\n<h3><strong><span style=\"color: #ff0000;\">Technique #4 – Interleaving<\/span><\/strong><\/h3>\n<p><strong>Interleaving <\/strong>basically means jumbling up ideas. Students learn more when they can switch between different topics. Doing this helps students learn the similarities and differences between different ideas. In math, for example, students learn more when they solve many different types of problems during practice rather than solving the same type over and over. This typically leads to more mistakes during practice, but in the long-run, the students retain their knowledge much longer.<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/KtsCD4RQiLU\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h3><strong><span style=\"color: #ff0000;\">Technique #5 – Concrete examples<\/span><\/strong><\/h3>\n<p><strong>Concrete examples <\/strong>are often used by instructors. Concrete information is easier to remember than abstract information, and so concrete examples foster learning. Importantly, research shows that multiple examples of the same idea, especially with different surface details, helps students understand the true idea the example is intending to illustrate. This is because novices tend to remember surface details. Imagine teaching about scarcity and using airline tickets as an example. Students later may remember scarcity was about flying, but not the rest. Using other examples that have nothing to do with tickets (e.g., water during a drought) and making the link between the examples explicit for the students helps them understand the underlying abstract idea.<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/7wF0lCBMh9Y\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h3><strong><span style=\"color: #ff0000;\">Technique #6 – Elaboration<\/span><\/strong><\/h3>\n<p><strong>Elaboration <\/strong>involves asking \u201chow\u201d and \u201cwhy\u201d questions about a specific topic, and then trying to find the answers to those questions. The act of trying to describe and explain how and why things work helps students understand and learn. Students can also explain how the topics relate to their own lives, or take two topics and explain how they are similar and how they are different. This strategy can be assigned alone or for pairs of students.<\/p>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/gQRzW24KrDc\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h4><strong>How to take better notes: \u00a05 fast facts<\/strong><\/h4>\n<h4>1. \u00a0<a href=\"https:\/\/www.bcbe.org\/Page\/9514\">Write in a legible colour; these notes were made using the Cornell note taking techniqu<\/a>e<\/h4>\n<p><a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/color3\/\" rel=\"attachment wp-att-3173\"><img loading=\"lazy\" class=\"alignnone wp-image-3173 size-full\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/color3.jpg\" alt=\"color3\" width=\"500\" height=\"667\" \/><\/a><\/p>\n<h4>2. \u00a0highlight important words, ideas and concepts; don’t highlight everything<\/h4>\n<h4><a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/highlight\/\" rel=\"attachment wp-att-3174\"><img loading=\"lazy\" class=\"alignnone size-full wp-image-3174\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/highlight.jpg\" alt=\"highlight\" width=\"586\" height=\"584\" srcset=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/highlight.jpg 586w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/highlight-150x150.jpg 150w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/highlight-300x300.jpg 300w\" sizes=\"(max-width: 586px) 100vw, 586px\" \/><\/a><\/h4>\n<h4>3. \u00a0don’t write everything down<\/h4>\n<p><a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/kanye\/\" rel=\"attachment wp-att-3177\"><img loading=\"lazy\" class=\"alignnone size-full wp-image-3177\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/kanye.gif\" alt=\"kanye\" width=\"462\" height=\"361\" \/><\/a><\/p>\n<h4>4. \u00a0develop your own personal style and technique<\/h4>\n<p><a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/shorthand-for-notes\/\" rel=\"attachment wp-att-3175\"><img loading=\"lazy\" class=\"alignnone size-full wp-image-3175\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/Shorthand-for-notes.jpg\" alt=\"shorthand-for-notes\" width=\"625\" height=\"833\" \/><\/a><\/p>\n<h4>5. \u00a0keep your notes organized; use separate sections for each topic<\/h4>\n<p><a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/section-to-be-organized\/\" rel=\"attachment wp-att-3176\"><img loading=\"lazy\" class=\"alignnone wp-image-3176 size-medium\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/section-to-be-organized-300x300.jpg\" alt=\"section-to-be-organized\" width=\"300\" height=\"300\" \/><\/a><\/p>\n<p><a href=\"http:\/\/www.theatlantic.com\/education\/archive\/2015\/03\/why-science-fairs-arent-so-fair\/387547\/\">Parents find that Science Fairs are not “Fair” at all. \u00a0Read More.<\/a><\/p>\n<p><a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/how-much-trouble-does-science-fair-cost\/\" rel=\"attachment wp-att-1535\"><img loading=\"lazy\" class=\"alignnone wp-image-1535 size-full\" src=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/How-much-trouble-does-science-fair-cost.jpg\" alt=\"How much trouble does science fair cost\" width=\"526\" height=\"392\" srcset=\"http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/How-much-trouble-does-science-fair-cost.jpg 526w, http:\/\/sd41blogs.ca\/ignasv\/files\/2012\/09\/How-much-trouble-does-science-fair-cost-300x223.jpg 300w\" sizes=\"(max-width: 526px) 100vw, 526px\" \/><\/a><\/p>\n<h3><\/h3>\n","protected":false},"excerpt":{"rendered":"<p> Link to Learning Scientist Research Six study strategies you need to succeed: THE THINKING LADDER\/BLOOMS TAXONOMY Learning how to study: \u00a0Technique #1 – “Retrieval Practice” Retrieval practice involves bringing information to mind from memory. This happens when students … <a href=\"http:\/\/sd41blogs.ca\/ignasv\/parents-corner\/\">Continue reading <span class=\"meta-nav\">→<\/span><\/a><\/p>\n","protected":false},"author":519,"featured_media":0,"parent":0,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/pages\/190"}],"collection":[{"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/users\/519"}],"replies":[{"embeddable":true,"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/comments?post=190"}],"version-history":[{"count":92,"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/pages\/190\/revisions"}],"predecessor-version":[{"id":9856,"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/pages\/190\/revisions\/9856"}],"wp:attachment":[{"href":"http:\/\/sd41blogs.ca\/ignasv\/wp-json\/wp\/v2\/media?parent=190"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}