Repetition Breeds Understanding
I often get on my soap box, to my students, about the need to go over and over a concept in order to make it sink in. Recently, I came across blog that so perfectly conveys this message that I chose to just add Doug Kelsey's blog to mine. Please read this and see if you don't hear something familiar. I did. http://sportscenteraustin.blogs.com
Friday, July 31, 2009
Tuesday, July 21, 2009
Going for the Goal
What do you want out of life? Everyone has a different answer. The road to getting there can be as unique as the individual asking the question. The next time you are feeling burned out or overwhelmed by the tasks you have set out for yourself, try this little experiment. On a piece of paper, number it from one to twenty. For each of those numbers, write a reason why you are doing what you are doing. Twenty is a bunch and this may take some real thinking. It's OK, don't skimp on this step...it's important. It can be everything from - I want to make a better life for my family to I want to show off my cool new shirt. Once you have finished this, turn the paper over and number it from one to ten. Out of those initial twenty items, pick the top ten reasons why you are doing what your doing. (Don't skip this step, it really makes you focus). Upon completion of the ten, renumber the remaining area on your paper from one to five. Again, out of the above ten reasons, pick the top five. Finally, out of those top five, pick the number one reason why you are doing what you are doing. Next, write this number one reason on a separate piece of paper. Post this reason in a prominent spot in your life....the dashboard of your car, the front of the refrigerator, the bathroom mirror. Place your number one reason somewhere where it will be highly visible. The purpose is to make it real to you and to act as a constant reminder of what your real goal is that you are going to accomplish. Notice that I said GOING to accomplish. There is no try...doers do! Now, the people in your life will be asking you... what the heck that is that doing there? It's OK. By explaining your reason to others, it will reinforce your reason to you. You will now have created your own support system. Just like anything else, the more people that know about your goal, the more likely you are to accomplish it. No one wants to see you fail (unless they're really mean!).
What do you want out of life? Everyone has a different answer. The road to getting there can be as unique as the individual asking the question. The next time you are feeling burned out or overwhelmed by the tasks you have set out for yourself, try this little experiment. On a piece of paper, number it from one to twenty. For each of those numbers, write a reason why you are doing what you are doing. Twenty is a bunch and this may take some real thinking. It's OK, don't skimp on this step...it's important. It can be everything from - I want to make a better life for my family to I want to show off my cool new shirt. Once you have finished this, turn the paper over and number it from one to ten. Out of those initial twenty items, pick the top ten reasons why you are doing what your doing. (Don't skip this step, it really makes you focus). Upon completion of the ten, renumber the remaining area on your paper from one to five. Again, out of the above ten reasons, pick the top five. Finally, out of those top five, pick the number one reason why you are doing what you are doing. Next, write this number one reason on a separate piece of paper. Post this reason in a prominent spot in your life....the dashboard of your car, the front of the refrigerator, the bathroom mirror. Place your number one reason somewhere where it will be highly visible. The purpose is to make it real to you and to act as a constant reminder of what your real goal is that you are going to accomplish. Notice that I said GOING to accomplish. There is no try...doers do! Now, the people in your life will be asking you... what the heck that is that doing there? It's OK. By explaining your reason to others, it will reinforce your reason to you. You will now have created your own support system. Just like anything else, the more people that know about your goal, the more likely you are to accomplish it. No one wants to see you fail (unless they're really mean!).
Friday, July 17, 2009
Answers....To Change or Not to Change....That is the Question
For years, I have impressed upon my students the fallacy of changing their answers on my tests. Well....I may have to alter my current view point. According to a recent study in the Canadian Journal of Experimental Pshychology by Higham and Gerrard of the University of Southamptom, I could be wrrr, wrrroo, I could have to rethink this. In the 2005 article entitled: Not All Errors Are Created Equal: Meta cognition and Changing Answers on Multiple-Choice Tests it stated that as many as 86% of us have subscribed to that old belief that if you change an answer you will most likely change it wrong. Reality; however, has reared its ugly head to state otherwise. According to the study, although most of us believe that, if you change the answer after careful contemplation, there's a good chance that you will be changing it to the correct answer and actually improve your test score. The numbers are still out on the actual improvement level, but the initial numbers would support this idea. Now, from my own perspective, I generally see a different trend. My students do generally change answers that would have been correct. This new research; however, will definitely have me rethinking telling my students not to change. How about you? Is there a change in your future?
For years, I have impressed upon my students the fallacy of changing their answers on my tests. Well....I may have to alter my current view point. According to a recent study in the Canadian Journal of Experimental Pshychology by Higham and Gerrard of the University of Southamptom, I could be wrrr, wrrroo, I could have to rethink this. In the 2005 article entitled: Not All Errors Are Created Equal: Meta cognition and Changing Answers on Multiple-Choice Tests it stated that as many as 86% of us have subscribed to that old belief that if you change an answer you will most likely change it wrong. Reality; however, has reared its ugly head to state otherwise. According to the study, although most of us believe that, if you change the answer after careful contemplation, there's a good chance that you will be changing it to the correct answer and actually improve your test score. The numbers are still out on the actual improvement level, but the initial numbers would support this idea. Now, from my own perspective, I generally see a different trend. My students do generally change answers that would have been correct. This new research; however, will definitely have me rethinking telling my students not to change. How about you? Is there a change in your future?
Thursday, July 16, 2009
The Use of Color on Studying
I have always believed that a person should utilize any and all avenues to encourage learning. This is especially true when you are trying to memorize terms that are unfamiliar. Color, believe it or not, can be a helpful contributor to the learning process. In a 1987 study entitled: The Effect of Color and Imagery as Mnemonic Strategies on Learning and Retention of Lexical Items in German by Purdue University's Martha Nyikos Ph.D., it stated that the use of color enhanced learning. Although images were helpful, they did not have the impact on learning that the use of color had on student retention. Students that utilized a color-coding system of learning did significantly better than those students that just sat down and began memorizing terms. This may be something you might want to consider the next time you are working on flash cards.
Although the use of flashcards is highly suggested in my classes, the proper application is important. Here are the following keys:
1. Color code the cards by subject matter (For example: Bacteria-green, Bones-
blue etc.)
2. Make the cards as brief as possible (They are reminders not recreations of
the book!)
3. Study them! If, for example, you need to learn the landmarks of the ulna,
color code the ulna purple with the word ulna on the front of the card and the landmarks (olecranon, coronoid etc.) on the back.
Try it out and see if it helps. It sure couldn't hurt could it?
I have always believed that a person should utilize any and all avenues to encourage learning. This is especially true when you are trying to memorize terms that are unfamiliar. Color, believe it or not, can be a helpful contributor to the learning process. In a 1987 study entitled: The Effect of Color and Imagery as Mnemonic Strategies on Learning and Retention of Lexical Items in German by Purdue University's Martha Nyikos Ph.D., it stated that the use of color enhanced learning. Although images were helpful, they did not have the impact on learning that the use of color had on student retention. Students that utilized a color-coding system of learning did significantly better than those students that just sat down and began memorizing terms. This may be something you might want to consider the next time you are working on flash cards.
Although the use of flashcards is highly suggested in my classes, the proper application is important. Here are the following keys:
1. Color code the cards by subject matter (For example: Bacteria-green, Bones-
blue etc.)
2. Make the cards as brief as possible (They are reminders not recreations of
the book!)
3. Study them! If, for example, you need to learn the landmarks of the ulna,
color code the ulna purple with the word ulna on the front of the card and the landmarks (olecranon, coronoid etc.) on the back.
Try it out and see if it helps. It sure couldn't hurt could it?
Wednesday, July 15, 2009
The New Student
Welcome Today's Student,
Having taught Anatomy and Physiology for over fourteen years, I have developed some unique study aids that almost any student (science oriented or not) may use. The old days of just memorizing material until your ears bleed is primitive to say the least. The information that I intend to present to you may be used individually or in combination. The collection of publications, websites, and study aids, I have found, have been very beneficial to my students and hopefully they will be beneficial to you as well.
Having taught Anatomy and Physiology for over fourteen years, I have developed some unique study aids that almost any student (science oriented or not) may use. The old days of just memorizing material until your ears bleed is primitive to say the least. The information that I intend to present to you may be used individually or in combination. The collection of publications, websites, and study aids, I have found, have been very beneficial to my students and hopefully they will be beneficial to you as well.
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