How Do We Learn? What Memory Research Means for Teaching with Héctor Ruiz Martín (Ep 83)
Chalk & TalkShow Notes
Why do students forget what they’ve learned, and why is it so difficult to apply knowledge in new situations? Anna Stokke is joined by researcher and author Héctor Ruiz Martín to discuss what cognitive science tells us about learning and effective teaching. They explore the role of prior knowledge, why transfer is difficult, and how retrieval practice, spacing, assessment, motivation, and feedback can strengthen learning. They also tackle common edumyths, including learning styles and left-brain/right-brain thinking. Chalk & Talk website: www.chalkandtalkpodcast.com This episode is available in video at www.youtube.com/@chalktalk-stokke
TIMESTAMPS[00:00:00] Introduction[00:02:16] Confirmation bias and the importance of evidence[00:08:10] How memory works and why prior knowledge matters[00:12:03] Activating students’ prior knowledge[00:14:20] Why transferring knowledge is difficult[00:17:59] Is problem solving a transferable skill?[00:22:38] Helping students transfer what they’ve learned[00:24:24] Retrieval practice and assessment[00:31:14] Forgetting, spacing, and long-term learning[00:35:41] Emotion, motivation, and self-efficacy[00:38:52] How can teachers increase student motivation?[00:43:23] Sequencing learning and deliberate practice[00:49:02] What makes feedback effective?[00:51:27] Debunking common learning myths[00:56:40] Final thoughts EPISODE TRANSCRIPT https://chalkandtalkpodcast.com/episode/ep-83/
RELEVANT PREVIOUS EPISODES How we learn: Naive, purposeful, and deliberate practice with Stephen Chew https://chalkandtalkpodcast.com/episode/ep-48/ Applying cognitive science to education with Daniel Willinghamhttps://chalkandtalkpodcast.com/episode/ep-16/ How to excel in math and other tough subjects with Barbara Oakleyhttps://chalkandtalkpodcast.com/episode/ep-7/
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