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	<title>spaced repetition &#8211; Jeff Presents</title>
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	<lastBuildDate>Mon, 11 Jun 2018 19:02:45 +0000</lastBuildDate>
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		<title>Learning Is No Joke</title>
		<link>https://jeffpresents.com/index.php/2018/06/11/2018-6-10-learning-is-no-joke/</link>
		
		<dc:creator><![CDATA[bordenj88]]></dc:creator>
		<pubDate>Mon, 11 Jun 2018 19:02:45 +0000</pubDate>
				<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[ebbinghaus]]></category>
		<category><![CDATA[eddie murphy]]></category>
		<category><![CDATA[forgetting curve]]></category>
		<category><![CDATA[funny]]></category>
		<category><![CDATA[interleaving]]></category>
		<category><![CDATA[jim gaffigan]]></category>
		<category><![CDATA[jokes]]></category>
		<category><![CDATA[neuroscience]]></category>
		<category><![CDATA[spaced repetition]]></category>
		<category><![CDATA[varied instruction]]></category>
		<guid isPermaLink="false">http://jeffpresents.com/index.php/2018/06/11/2018-6-10-learning-is-no-joke/</guid>

					<description><![CDATA[<p style="white-space: pre-wrap;">Unfortunately, we have a lot of historical baggage to contend with, making real learning much harder than it needs to be.&#160; W<em>e have generations of practitioners doing the only thing they know how to do (that which was modeled by former instructors), despite so much research and evidence suggesting a major pivot is in order.&#160;</em> But we’re getting there.&#160;   </p>]]></description>
										<content:encoded><![CDATA[<p><em>“My wife had a brain tumor.&nbsp; She’s fine, but I have to tell you that as a parent of 5 kids, there were times I thought, wow – if she dies, those poor kids are going to be put up for adoption!”</em> – Jim Gaffigan</p>
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<p>If you haven’t seen <a target="_blank" href="http://www.jimgaffigan.com/" rel="noopener">Jim Gaffigan</a> (@jimgaffigan) live, you are missing out.&nbsp; As someone who dabbled in stand-up a lifetime ago, I can honestly say it took me 2 years to create 12 decent minutes where the audience laughed mostly at the times I expected.&nbsp; <em>This guy (and his writing-partner-wife) have been cranking out top-notch, clean jokes for years now.</em>&nbsp; They’re a joke machine.&nbsp;</p>
<p>Recently, my wife and I saw his <a target="_blank" href="https://twitter.com/jimgaffigan/status/891007828466335744?lang=en" rel="noopener">Noble Ape tour</a> with some other couples.&nbsp; We saw the tour about 6 months ago, but had an interesting conversation about it just recently.&nbsp;&nbsp; We were reminiscing with some of the other people (note – all educated people) about the event.&nbsp; <em><strong>Keep in mind we were all highly anticipating the show, we already knew and liked his body of work, and we absolutely loved the show.&nbsp; In fact, for several days after, we would come back to the jokes and laugh again and again.</strong></em></p>
<p>But now, 6 months later, it was interesting that none of us could remember any of the jokes.&nbsp; We had a few moments of, “Wasn’t there a bit about…?”&nbsp; But collectively it was unbelievably hard to remember the super-funny stuff.&nbsp;</p>
<p>In the midst of this recent conversation, I kind of went into experiment mode.&nbsp; I realized what was happening, so I pushed it a bit, acting more as facilitator than anything else.&nbsp; (How’s that for a buzz-kill?)&nbsp; But after some prodding, nobody could come up with the material.&nbsp;</p>
<p><em><strong>Why?</strong></em></p>
<p>Again, we are all educated people, fully capable of remember things.&nbsp; We were highly motivated.&nbsp; We enjoyed it.&nbsp; We even reviewed the material for at least a week if not a bit longer.&nbsp; But now, after less than half a year, we can’t recall any of it?</p>
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<p>I compare that against a far less-clean comedian from the 1980’s.&nbsp; I remember buying (and hiding from my minister-father) <a target="_blank" href="https://www.washingtonpost.com/sf/style/2015/10/13/eddie-murphy-hasnt-told-a-joke-onstage-in-28-years-hes-still-the-funniest-guy-around/?noredirect=on&amp;utm_term=.7506d4973675" rel="noopener">Eddie Murphy’s</a> Delirious album when I was a kid.&nbsp; I listened to it 5-10 times that first week and came back to re-listen to it a dozen or more times over several years.&nbsp; <em>As a result, I can probably still tell you large chunks of the material.&nbsp;</em> My wife is similar.&nbsp; Perhaps she didn’t listen to it quite as much as I did, but she heard it a handful of times throughout several years and much of it stuck.&nbsp;</p>
<p>The difference is obvious.&nbsp; We employed what researchers today know to be crucial to learning anything, from comedy to math to history.&nbsp; We leveraged <strong><em>interleaving, spaced repetition, and differentiated practice</em></strong>.&nbsp; We used forced retrieval of bits and pieces of that Eddie Murphy routine over and over again.&nbsp; When at a party, it was easy to fall into the family jokes (Goonie-Goo-Goo!) or the burger routine.&nbsp; If talking about people from the 80’s, the Mr. T stuff came to mind.&nbsp; Even the GI Joe bit in the bathtub got my wife and I giggling when we used to give our little girl a bath.&nbsp;</p>
<p>During this blog writing, <em><strong>I also noted the difference between Interleaving and massed / blocked practice, which so many educators mistakenly recommend to students or practice in the context of course content teaching.</strong></em>&nbsp; My parents had some Cosby and Klein records too, but with the exception of the Noah routine, I only listened to them for a few months one year.&nbsp; I may have listened to the routines 5-10 times during that time, but I never returned to them.&nbsp; As such, I couldn’t really tell you any of that material today.&nbsp; <em>Not even the topics.</em>&nbsp;</p>
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<p>It’s interesting (at least to me) just how far cognitive science and education psychology research has come.&nbsp; While Ebbinghaus started studying memory and his famous “<a target="_blank" href="https://en.wikipedia.org/wiki/Forgetting_curve" rel="noopener">Forgetting Curve</a>” more than 150 years ago, little of that information made it into education.&nbsp; Unfortunately, we have a lot of historical baggage to contend with, making real learning much harder than it needs to be.&nbsp; W<em>e have generations of practitioners doing the only thing they know how to do (that which was modeled by former instructors), despite so much research and evidence suggesting a major pivot is in order.&nbsp;</em> But we’re getting there.&nbsp; It’s just good to know that what we do “know” about learning is so easily reinforced if you know what to look for.&nbsp;</p>
<p>So, if you can, see how these important education concepts apply in your own life.&nbsp; Maybe it’s not about Murphy’s Ice Cream Truck routine nor the Hot Pockets bit from Gaffigan that come to mind, but you likely have a record of the power of these crucial concepts in learning: interleaving, spaced repetition, and varied practice.&nbsp; At the same time, you can probably recall huge chunks of massed / blocked instruction for which you have no memory whatsoever.&nbsp; That’s the starting place.&nbsp; Next read through <strong><em>Make It Stick (Brown, Roediger, McDaniel, 2015), How People Learn (Bransford, 2000), Mindset (Dweck, 2007), Brain Rules (Medina, 2014), The End of Average (Rose, 2016).</em></strong>&nbsp; Then, go back to your class, the department curriculum, or the program outcomes and see what needs to be retooled.&nbsp; As your content isn’t going to be nearly as funny, entertaining, nor include as motivated an audience as stand-up comedians, it is more crucial than ever that we use the most effective practices possible for our students.</p>
<p>Good luck and good learning.</p>
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