Augustine of Hippo
(circa 400 A.D.), in a remarkable chapter on the nature of time in Confessions,
confesses the following: If no one asks me, I know: if I wish to explain
it to one that asketh, I know not”.
This is why I tell
students that it’s very important to try and explain aloud their answers
to conceptual questions. You think you know it in your head, but you actually
don’t know what you don’t know until you try to verbalize it or write it out in
full. Several years ago, I revamped my daily study guides to phrase what
students needed to know in question form, and I also added “test yourself”
questions to each of the study guides. Whether or not students use them
effectively is an open question, but this semester I have assignments requiring
students to turn in a subset of their answers. (The students get full credit
for the attempt regardless if they got the answers right, wrong, or something
in between.)
In my course
materials, I have a section on “how to be successful in this class” that informs
students what they should be doing from the get-go. I also provide detailed
information on what students should read before class, and the main things we
will cover in class. It’s short and pithy. Students follow it to varying
degrees, or at least they claim to do so. But if they really wanted to be successful
in any class, they should read Daniel Willingham’s new book, Outsmart Your
Brain. It doesn’t just provide strategies; it explains the why
behind them. It also explains why your brain’s instinct is to resort to less
optimal strategies that require less effort but give you a false sense of
thinking you’ve learned when you haven’t. I’ve read many of Willingham’s
research articles over the years but these were not aimed primarily at
students. Now there’s a good book I can recommend to students!
Each chapter of
the book also ends with notes to instructors on how to facilitate student
learning. A number of those are things I already do in my classes, but there
were others I had forgotten or not thought as deeply about. This week I’ve been
making a better effort to not assume students know how and why I have organized
the material for each class in a particular way; I’ve been making more
statements about what we’re doing, why we’re doing it, and how we will proceed.
I have not been putting these up on a slide, because as Willingham says,
students just copy things from a slide regardless of whether it’s useful to
them or not instead of paying attention to what I am saying.
So how should
students prepare for exams? They should prepare a study guide, according to
Willingham. Turns out I already help them with this by posing questions in my
guides. But Willingham has helpful tips of how to pose questions bidirectionally
and at multiple levels. And he tells students you need to memorize some of your
answers, not necessarily word-for-word but meaningfully. Forcing oneself to
recall in different places and at different times works best in solidifying the
material. And saying it aloud, of course! While I encourage students to study
together, Willingham explains why this is useful, and how to do it effectively.
When students discuss with each other their fragmented knowledge, it introduces
variation to how questions and answers are posed. Different individuals help
notice things others have missed. And students can test each other! Being
tested is one of the best ways to prepare for exams.
Chapter 7 (“How to
Judge Whether You’re Ready for an Exam”) had some particularly good reminders.
It’s not enough to ‘understand’ something when someone else explains it, you
have to try and explain it yourself – and not just in your head. Rereading can
mislead you into thinking you know something you don’t really know it; rather
you just have a passing familiarity and unless you’re forced to recall (without
looking) you won’t know if you actually know. (Willingham recommends letting at
least thirty minutes pass between reading and testing yourself.) I’ve stopped
giving previous year’s exams to students because they fail to utilize it
effectively, either giving themselves a false sense of readiness or going into
a panic. (Read Willingham’s book for the explanation!) In distinguishing
learning from performance, Willingham recommends overlearning –
essentially “study until you know it, and then keep studying… It protects
against forgetting [even though] it feels as though it’s not working.” He has a
great quote from a friend when he was in college who said: “When leaves blowing
around on the quad look like organic compounds to me, I know I’m ready.”
There’s also a chapter
on how to take exams including what’s effective and what’s not. This mirrors
some of what I highlighted from Barbara Oakley’s book. But I liked the
early chapters on the importance of active listening in lectures, how to
prepare for a lecture class, how to take notes, and how to reorganize one’s
notes. Willingham thinks students should take their own notes in class, regardless
of whether the instructor provides notes or slides or recordings. He also
explains why being in class and engaging your mind right there and then is more
effective than missing class and getting notes later from a friend. There’s an
interesting section on whether one should do the reading before or after the
lecture – that’s dependent on how the instructor organizes the class. And he
gives good advice on how to ask good questions – ones that don’t annoy your
instructors or your classmates.
Willingham
reminded me that most students don’t take good lecture notes. It’s for a variety
of reasons and he provides tips to students on how to improve, but I
particularly appreciated his reminders to instructors. These are things I need
to pay more attention to:
·
Talk
more slowly. (I talk too fast sometimes, okay, maybe most of the time in
class.)
·
Signal
when something should be written and pause to allow time to write it down. (I’m
getting better at this.)
·
Distribute
copies of figures/visuals; let students know which ones they don’t need to
copy. (I think I’m good at this. Maybe, maybe not.)
·
Students
copy what’s on slides, whether doing so makes sense or not. (I’ve become much
more judicious in the way I use slides.)
I liked Willingham’s
suggestion of how students should work together and share lecture notes. Very
importantly, it is not by dividing the effort among group members, but
rather that everyone should take as complete notes as they can, and then once-a-week
get together so each person can fill in any missing gaps and compare how different
people organized their notes to see if any improvements can be made.
One thing that is
emphasized in Outsmart Your Brain is how effortful learning actually is.
Our brain would prefer to conserve energy and get away with quick-and-easy
pattern recognition, maybe. I can’t speak to other fields, but the natural
sciences are full of phenomena that are counter-intuitive, conceptually challenging,
and theoretically abstract. Yet, they are crucial to understanding the field.
Chemistry is hard to learn. I know it from my own experience as a learner, and
I certainly see the same for my students. I hope to convey some of the tips and
explanations from this book to my students.