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Make It Stick: The Science of Successful Learning Hardcover – April 14, 2014
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“Many educators are interested in making use of recent findings about the human brain and how we learn… Make It Stick [is] the single best work I have encountered on the subject. Anyone with an interest in teaching or learning will benefit from reading this book, which not only presents thoroughly grounded research but does so in an eminently readable way that is accessible even to students.”―James M. Lang, Chronicle of Higher Education
“Aimed primarily at students, parents, and teachers, Make It Stick also offers practical advice for learners of all ages, at all stages of life… With its credible challenge to conventional wisdom, Make It Stick does point the way forward, with a very real prospect of tangible and enduring benefits.”―Glenn C. Altschuler, Psychology Today
“Presents a compelling case for why we are attracted to the wrong strategies for learning and teaching―and what we can do to remedy our approaches… In clear language, Make It Stick explains the science underlying how people learn. But the authors don’t simply recite the research; they show readers how it is applied in real-life learning scenarios, with engaging stories of real people in academic, professional, and sports environments… The learning strategies proposed in this book can be implemented immediately, at no cost, and to great effect… Make It Stick will help you become a much more productive learner.”―Stephanie Castellano, TD Magazine
“If I could, I would assign all professors charged with teaching undergraduates one book: Make It Stick: The Science of Successful Learning… It lays out what we know about the science of learning in clear, accessible prose. Every educator―and parent, and student, and professional―ought to have it on their own personal syllabus.”―Annie Murphy Paul, The Brilliant blog
“This is a quite remarkable book. It describes important research findings with startling implications for how we can improve our own learning, teaching, and coaching. Even more, it shows us how more positive attitudes toward our own abilities―and the willingness to tackle the hard stuff―enables us to achieve our goals. The compelling stories bring the ideas out of the lab and into the real world.”―Robert Bjork, University of California, Los Angeles
“Learning is essential and life-long. Yet as these authors argue convincingly, people often use exactly the wrong strategies and don't appreciate the ones that work. We’ve learned a lot in the last decade about applying cognitive science to real-world learning, and this book combines everyday examples with clear explanations of the research. It’s easy to read―and should be easy to learn from, too!”―Daniel L. Schacter, author of The Seven Sins of Memory
“For a deeper dig into the science of learning, make sure to pick up Make It Stick. It’s an illuminating read.”―Drake Baer, Business Insider
About the Author
Peter C. Brown is a writer and former management consultant.
Henry L. Roediger III is James S. McDonnell Distinguished University Professor of Psychology at Washington University in St. Louis.
Mark A. McDaniel is Professor of Psychology and Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis.
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This is a book about what people can do for themselves right now in order to learn better and remember longer. ...
We write for students and teachers, of course, and for all readers for whom effective learning is a high priority: for trainers in business, industry, and the military; for leaders of professional associations offering in-service training to their members; and for coaches. We also write for lifelong learners nearing middle age or older who want to hone their skills so as to stay in the game.
While much remains to be known about learning and its neural underpinnings, a large body of research has yielded principles and practical strategies that can be put to work immediately, at no cost, and to great effect.”
~ Peter Brown, Henry Roediger, Mark McDaniel from Make It Stick
Want to learn about the science of successful learning?
Then this is the book for you. Make It Stick is written by story-teller Peter Brown and two leading cognitive scientists who have spent their careers studying learning and memory: Henry Roediger and Mark McDaniel.
It’s a fascinating exploration of what science says about the most effective learning techniques— shining light on the techniques that actually work and those that do not work—even though we may think they do!
Hint: Rereading, massed “practice-practice-practice” sessions, and cramming are not wise strategies. Active retrieval, interleaving, spaced repetition, reflection, elaboration, getting your mind right and practicing like an expert, on the other hand, are very good strategies.
Here are some of my favorite Big Ideas:
1. Fluency vs. Mastery - Don't just go w/your feelings.
2. Cranberries + Testing - Active retrieval is where it's at.
3. Curveballs - Interleave yourself some curves.
4. Elaboration - Explain it like I'm 5.
5. Testing - Static vs. Dynamic.
To optimizing and actualizing and making it stick!
In this pretty easy-reading book, Peter Brown summarizes some of the latest findings in cognitive science, and many of these findings contradict what is often assumed about learning. First, many k-12 and college students are taught to (and do) use the 'reread and highlight' method to try and absorb content. Well, while this works to an extent, it leads more to an illusion of mastery than mastery. What works better? Read the content and quiz yourself; information retrieval is the key. Retrieving helps to build stronger connections in the brain that will lock information into memory. What's more - and this is another chapter - the harder the retrieval, the stronger your retention of what is retrieved. (So, writing a short essay recalling the concepts works better than true/false and multiple choice recall.)
Another myth? While we all certainly have learning preferences (I like to receive my information in written form), that doesn't mean we learn best when receiving information in that form (I can do as well when I receive information audibly as when it is written, even though I prefer the latter). Brown reviews literature that shows that, at least as of now, there is no evidence that shows that how one receives information substantially affects how well we learn the material (after all, hearing or reading a phone number is immaterial to what i am remembering: not the sound or sight of the number, but the number itself). But what they do find is that whether one is an "example learner" or a "rule learner" does have an impact in how well one learns. That is, those who see and practice a math problem and are able to see what the rules are behind the example and commit the rule, rather than the example, to memory will tend to learn better. Also, another factor that affects how well we learn is our mindset, whether we learn for mastery or learn for performance. Those who learn for performance - so that they can show how good they are - tend to tackle learning new things (things that might make them look bad) with trepidation, but those who learn for mastery aspire to acquire new skills openly, without regard to whether they will fail before mastering.
These are just some of the lessons from this book. Whether you are a student, teacher, professor, coach, trainer, or any other professional whose job entails teaching others, this is a good book to have. (I'm a professor in a College of Education, and I definitely plan on allowing what I've gleaned from this book to inform my practice.) It is quite informative not only by way of learning theory, but backs up the theory with both empirics and suggestions for practice. Good one.
Top international reviews
Die Schlüsselkonzepte sind weder neu noch besonders außergewöhnlich, man könnte sie auf einer Seite zusammen fassen.
-Wir lernen am besten fürs Langzeitgedächtnis, wenn wir Pausen zwischen dem lernen einlegen.
-"Einbrennen" von Informationen durch simple Wiederholung ist nicht effektiv, führt aber zum Irrtum, dass wir glauben alles zu wissen.
-Wenn wir uns selbst Tests stellen, bleiben die Informationen besser im Gedächtnis und wir haben ein besseres Urteil über unser Wissen.
-Karteikarten sind hilfreich um sich selbst zu testen.
-Benutze eine Lernkartei(Leitner Box)
-Mnemotechniken können helfen arbiträre Informationen zu lernen.
Hier, habe euch 20€ gespart. Der Rest des Buches ist Füllmaterial und verwässert die Informationen.
Ich beschäftige mich seit über 20 Jahren intensiv mit dem Thema und verdiene meine Brötchen damit, dass ich anderen helfe (Deutsch) schneller als die Norm zu lernen und dacht ich hätte alles gelesen, aber Make it Stick hat mich zugegebenermaßen überraschenderweise inspiriert. Vieles hatte ich über die Jahre bereits irgendwo mal gelesen aber hier kommt viel Gutes und vor allem Vernünftiges an einem Ort zusammen.
Wer heute noch an Lernertypen glaubt oder Auswendiglernen und Prüfungen verteufelt, ist u.U. nicht auf der Höhe der Zeit bzw. betrachtet diese Ansätze zu isoliert. Es geht vor allem auch um die Tauglichkeit verschiedener Ansätze für den Alltag. Wir können aus der Ausbildung in manchen Berufen bzw. Fächern auch einiges auf andere Bereiche übertragen.
Mich hat dieses Buch, dass mir übrigens von einem Deutschlerner empfohlen wurde, inspiriert, meine Arbeit noch zusammenhängender zu gestalten und häufigere Tests mit einzubauen.
Für oben genannte Anleitungen zum besser Lernen kann ich getrost Metzner/Schuster: Lernen zu Lernen und was Fremdsprachen betrifft: Robert Kleinschroth: Der Schlüssel zur richtigen Technik empfehlen. Tony Buzan ist für die interessant, die sich viele Fakten merken müssen und die Muße haben sich mit Mnemo-Techniken auseinanderzusetzen. Ich benutze diese zwar auch heute nach 20 Jahren noch für bestimmte Zwecke (unregelmäßige Verben, Artikellernen etc.) aber habe damals der Illusion unterlegen, diese könnten alleine das Lernen revolutionieren.