5 Ways to make Learning Stick
Learning can be energising. Getting there however, is not always so. With more than ever to learn, new technology, new procedures and less time to do it, we can get quickly overwhelmed. Our efforts could be defeating us if we don’t take a careful look at how we approach learning.
I’ve written this post to give you the latest gems on how to make learning stick.
Maximising your learning efforts can be easier than you think. You can learn much more in less time if you know about how the brain embeds learning. These 5 key principles will help you get better results from your efforts.
To understand more about memory I go to the experts. David Rock is an Australian who leads the way in making neuroscience research accessible. He and his colleagues developed the AGES model. I’ve summarised the four key areas of focus to make learning stick.
These principles are underpinned by some fundamentals.
o The brain is a connection machine
o The more connections the stronger the learning
o The brain is designed on the principle of efficient energy use
Think of the brain’s way of storing and making sense of information as a series of maps. We connect information to our existing network of maps in order to make sense of the world. The more existing maps we can connect new information to, the richer our learning experience. This process requires focus of Attention, connecting existing information to new information to Generate learning, Emotional arousal and appropriate Spacing.
Attention
Learning needs to be relevant to us, so we can see the value in order to give it our attention. It also needs to fit with our attention span. We can concentrate for 15-20 minutes and then need a break or change. By reflecting inward - Ask yourself how the subject is relevant and useful to you, see yourself using it, or explaining it to others. Or, discussing it, reviewing notes. It’s all about stimulating the right brain circuitry and right levels of hormones like dopamine to keep us engaged.
When you are trying to learn, reducing distractions makes all the difference.
To learn we need to fire up a part of the brain called the hippocampus. To do that we have to concentrate on one thing – if we focus on more than one thing, neurons decrease their firing. Our attention fails.
Multitasking is therefore, the enemy of learning. OK think about it – are you reading material you need to retain while also attending to emails, texts, facebook with the TV on? Your performance will be downgraded in every area. Maybe your time will be completely wasted.
When we multi task, the brain actually initiates a stop-start process. Like the new start stop technology in cars (without the low friction ball bearings). In order to switch from one activity to the other the brain initiates a stop start sequence; decision to switch activity, shutdown process, stop, initiate new activity, start, do, decision to switch etc – it takes a lot of energy and distracts from learning.
Some research showed multitasking on a laptop during a lecture resulted in lower scores on a test after the lecture than those not multitasking. Further to this, those in direct view of a multitasker will score lower on a test compared to those who aren’t. The take out for me on this is, to make the groups I work with more aware of this kind of research at the start of the session!
Another outstanding study showed that those who believe themselves to be good multitaskers are worse at it. They frequently use the circuitry required to multitask and this over use seems to degrade their results compared to those who don’t use it very often.
o Find or create a space and time you can minimize distractions in to learn
o Mutlitasking is the enemy of learning
o Every 15 -20 in provide down time to mentally refresh or introduce something novel or unexpected. Reflect inward, be active, change learning format, ask questions, summarise your notes, take a walk.
o Those who think they are good at multitasking have been shown to be worse at it
Generation
In order to learn, we generate connections between new information and what we know. It isn’t how great the connections are, but the act of generation that is important. If we generate the connections ourselves the learning is much much better than being told.
A study by Kornel (2009) shows that; 8 seconds to generate a wrong response, followed by 5 seconds studying the correct response, produces better recall than, 13 seconds studying the correct response.
Taking a moment to solve things yourself increases the connections you generate and makes the learning deeper and more effective in effective. Reading a passage of information is less effective than taking a moment to reflect inwardly and at least every 15-20 minutes on how you might use the information and how it relates to you.
We are social animals wired to thrive in community. Connecting what you are learning to how you will use it with others creates rich networks of associations for learning.
The social brain is not usually used for forming memories about technical skills, protocols or data – it will however generate richer connections.
For example think of a situation at work (or the practical context of your learning subject) where a colleague cuts a safety corner. How can you help your colleague toward better safety?
So, when you want to learn something, think about how you will use it, what will having this information mean for you as a person? Imagine yourself guiding someone else through the situation you are learning about. Distinct memory networks are activated when we teach.
Metacognitive generation will really ramp up your learning results (really! – the jury is out on that word, but the concept is gold) Metacognition is awareness of our own thinking; of what we know and don’t know and how new information is relevant to who we are as people.
I have friends and colleagues who are really into neuroscience. What is different about them is that they are aware of their own thinking and responses. They actively use that knowledge to get better results and learn more. They know that every time they think about the new learning a link is strengthened.
By generating connections and allowing time, we can create entirely new maps – insights that reorganize elements of a problem into a previously non obvious solution. The energizing Aha moment!
Emotions
Levels of emotional arousal matter for learning. We need just enough emotional engagement to give the learning meaning for us. Positive emotions are more effective than negative ones. What that means is, focus on the reward is more successful for learning than the stick. When you are focused on reward you are more innovative, better at problem solving, have empathy and make less mistakes than if you are in threat mode. Focusing on your strengths is a quick easy way to stay in reward mode. School your mind to focus on what is working and the outcome you want, not on the difficulty.
We can get too emotionally stimulated and this will trash learning efforts eg remember the terror when the teacher asks you a question you Couldn’t answer? Or, if you get angry because the lecture is taking too long. Labelling what is going on for you can clear emotional distraction and help you focus.
o Regulating your own emotions can influence learning
o Labelling emotions – can clear emotional distraction to allow focus
o Reappraisal – if you feel distracted or emotional reframe this as a useful activity
Spacing
To learn, neural connections have to change. This takes time. Having a day or more between learning and review sessions is the most counterintuitive but important of these learning principles. Many of us are committed to the idea of cramming. Cramming can be effective if the aim is to take a test, but actual learning is different than test performance.
One study showed 90% of participants had better performance after spacing than cramming. However, 72% of those participants felt that cramming was more effective than spacing (Kornell, 2009).
o Give 1 day or more between learning and review
o Sleep has a positive impact on learning (even a nap)
o Optimal spacing - function of how long the information is needed is needed – review at one third of the time you need to hold the information for
o If uneducated on spacing we tend not to believe in it
Willing
Now for the fifth principle. Now that you know you can consciously optimise your learning efforts and get more from them, now you are ready to be conscious of remaining Willing. Don’t give up when it gets difficult. Take one more step and you might just be surprised at how far you have come. Be willing to make the effort to learn. To take on the challenge of learning to help you get the most out of your work, technical tools, and your social connection to the world. You will be glad you did.
Take a moment now to make the most of your learning about learning and be willing to write down:
“Ideas about how you might apply your knowledge of learning?”