[HN Gopher] Learning 101: The untaught basics [pdf]
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Learning 101: The untaught basics [pdf]
Author : JustinSkycak
Score : 48 points
Date : 2024-09-21 14:34 UTC (8 hours ago)
(HTM) web link (typeset.io)
(TXT) w3m dump (typeset.io)
| rnjailamba wrote:
| Original link: https://eprints.gla.ac.uk/147253/7/147253.pdf
| dave333 wrote:
| Pithy summary: The paper "Learning 101: The Untaught Basics" by
| Junaid Qadir and Muhammad Ali Imran highlights that many students
| fail to learn effectively due to flawed intuitive learning
| methods and a lack of knowledge about optimal learning
| strategies. It identifies seven common impediments, such as fixed
| mindsets, lack of engagement, and poor metacognitive skills, and
| offers remedies for each. The authors emphasize the importance of
| effortful learning techniques like retrieval practice, spaced
| repetition, and interleaving to achieve deeper, long-lasting
| learning outcomes.
| wonder_er wrote:
| mmm this is interesting, so strongly agree, I've felt and seen
| others feel the real-world cost of wasted effort. I would
| sometimes get so indignant, witnessing how an institution was
| allowing the time of the learners to be so poorly spent, when I'd
| realize retroactively things about my own experience learning.
|
| A big piece clicked in my mind when I encountered this piece
| about 'tacit knowledge': [0]
|
| That piece was rattling around my brain when I encountered
| "Bloom's 2-sigma problem", which I ended up writing a little
| explainer on, bc it was coming up in conversation often.[1]
|
| I was confused by the title at first, until I read the paper
| (it's short) and realized it could be re-phrased as "[random
| person]'s two standard deviation problem", or "Dude's 98th
| percentile problem".
|
| The "problem" was "there exists a reliable way to give 98th
| percentile results to an arbitrary student, it's simply too
| laborious for mass instruction".
|
| this expensive, non-scalable labor was the 'problem' part.
|
| Interesting to me, though, was that the 98th percentile
| result/effect was fully achieved by _mastery-based learning_ and
| _1:1 tutoring_. (dang, expensive, doesn 't 'scale well')
|
| But one can still sorta drag those principles into your own
| learning efforts, one can try to see clearly why it's desirable
| to have those two things and then adjust one's own learning
| journey accordingly. (I.E. focus on less that isn't just those
| two things, or Anki SRS)
|
| The two interventions made intuitive sense to me, and I
| eventually tried to approximate both. [2]
|
| In that series i'm trying to capture and make visible the pattern
| seeking behavior of an expert solving a real problem with me
| following along and following/making visible the decision
| making/intuition-following that's being done, in a way that you
| could do the exact same in a practicable way, if so inclined.
|
| It happens to be a kind of resource I wish existed for me, years
| ago. Not an active project of mine right now.
|
| [0]: https://commoncog.com/tacit-knowledge-is-a-real-thing/ [1]:
| https://josh.works/2-sigma-problem [2]:
| https://www.intermediateruby.com/make-oss-contributions-part...
|
| edit: add commoncog url, formatting
| jimhefferon wrote:
| I'm not sure who is the audience for this, but if it is students
| then it is not going to be very helpful, IMHO. For students to
| get it the authors must give concrete examples.
|
| Let me pick on B, on spaced learning and interleaving. In those
| two paragraphs there are no concrete examples. If a student asks,
| "OK, I'm at the library and I have my book open. What do I do?"
| then the answer is not there.
|
| I'll talk about college math because that's what I teach.
|
| If you want students to learn what to do, you have to tell them.
| Maybe, "Set your timer to a half hour, pick out five problems,
| three from the current section and two from sections you did last
| week, and do them. If you get stuck take a peek at the answer,
| but don't peek until you are stuck. If you get really stuck, mark
| the question in your notebook and ask about it at the start of
| the next class. But under no circumstances just read the book."
| Then you have told them how to practice recall and to interleave
| in a way that they can actually do it.
|
| Four half hours remembering how to do both current problems and
| also some from before for every hour spent in class is a good
| whack at learning the class's material, at least in the first two
| years.
|
| Just using the two words recall and interleave is not enough.
| rahimnathwani wrote:
| you have to tell them
|
| Yup! Justin (who posted this to HN) is trying to solve that by
| having a software system tell students exactly which exercise
| to do next.
|
| BTW thank you for freely sharing your textbooks.
| yamrzou wrote:
| Readers might also be interested in this:
|
| _A Learning Map_ -- https://hyponymo.us/2018/09/30/learning-map/
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