"To really learn, quit studying and take a test"

A new study from Purdue, discussed in this New York Times article, finds that students who take a test about material they've learned have 50% more recall of the material than those who either repeatedly study the material, or those who study and draw diagrams of it.

I can see immediately two important learning principles operative in these results: 

1. The test focuses attention and motivation, which always makes someone remember better and, as the writer mentioned, shows the person what they don't know, possibly interesting them in correcting their ignorance.

But do most students care about what they don't know? My observation is that many just want to get done with what they're studying to go on to the next requirement.

2. The article's analysis claims that testing requires active reconstruction of material, which helps recall. They used a free-form essay as the test in which the student reconstructed the material learned.

Actively reconstructing knowledge requires a person to not only recall what they've learned, but conceptually organize it and this does help with learning and retention.

But whether testing always helps is not clear to me. Multiple choice tests, so often used, require recognition of material rather than active recall and reconstruction. So the inference from this study, that testing results in better learning, is flawed. 

In Montessori, students study through learning materials, such as these. They are designed to illustrate concepts through real objects - a better way to fix knowledge in memory than mere paper and pen, as it engages the senses and the students' activity. 

And we use a three-period lesson to teach the student how to use each learning material:

1. Teacher names objects in material and demonstrates its use, with as few words as possible.

2. Student practices material, with teacher asking "show me this" etc.

3. Student demonstrates use of material/meaning to teacher, with the teacher asking "what's this" etc.

This last step requires the student to reconstruct his own knowledge in order to present it correctly - giving him an opportunity to see the gaps, like a test. When a child thinks he has mastered the material, he can ask the teacher to "test out" of it by demonstrating how much he knows about using it.

Employees Learn More, Forget Less With Videogames

Much maligned in education and by teachers everywhere, read about a new study metastudy examining 65 studies and over 6,000 videogame trainees which finds that people learn better with videogames.

"A University of Colorado Denver Business School study found those trained on video games do their jobs better, have higher skills and retain information longer than workers learning in less interactive, more passive environments."

"games work best when they engage the user, rather than instruct them passively. She found 16 percent of the games she studied were too passive and no more effective than other teaching methods," said researcher Traci Sitzman.

Active engagement is key to the success of the Montessori Method also, using learning materials and self-directed activities.

To give teachers critical of videogames their due, students sometimes play these games so much that they miss important opportunities for real-world exploration and social interaction.

On the other hand, I've seen plenty of children work closely together on strategy and logical implications while playing videogames as a group, or online together.

Videogames can enable a person to engage in complex, multi-faceted, and/or exciting, dangerous activities, developing important cognitive and physical skills while remaining safe. They can develop skills through games that would be much more difficult to gain in the real world as a child or adolescent.

Bottom line: technology can result in good or ill, depending on how you use it.