Make It Stick
By P. C. Brown, H. Roediger III, Mark A. McDaniel. 2014
805 citations recorded by the source corpus.
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. "Make It Stick "turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, "Make It Stick "will appeal to all those interested in the challenge of lifelong learning and self-improvement.
View Paper: https://www.semanticscholar.org/paper/fe9a33eb42bcb18ecc0bb797b13f4fd086eaa178
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Melinda M. Leko
- Mary T. Brownell
- P. Sindelar
- M. Kiely
- L. Major
- Cesare Aloisi
- Steven I. Higgins
- R. Coe
Citations in the corpus
- What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “They also give a satisfying – but deceptive – feeling of fluency and familiarity with the material (Brown et al, 2014).”
- Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “When learners are able to better discern the underlying structure of problems, they are more able to easily recognize those problems when they occur again and use their knowledge to solve them (Brown et al., 2014).”