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May i ask to make english subtitles?

I'm sorry. I can't listen contently. You loose my attention.

Great advice. Makes sense. Very useful for helping me to help my daughter. Thank you.

The subtitling is poor and misleading in the beginning. Dr. Bjork actually says "things that made them uncomfortable and seemed to be slowing the rate of learning then actually enhanced long-term learning and memory." The subtitling says "things that made them uncomfortable and seemed to be slowing the rate of learning rather then (sic) actually enhanced long-term learning and memory" -- which is the complete opposite!

I view learning styles with a critical eye as well; however, Dr. Bjork misrepresents learning styles in this video when he says that if you find your preferred learning style learning will just happen without any effort on your part. I don't know of any learning style researcher who has made that claim. Those who support learning styles defend their position by saying that preferred learning styles help the learner but not that learning just automatically happens. If we're going to be critical of a theory then let's at least represent the theory correctly.

❤

By definition, we are as a complex system has to fail to learn.

Very informative. Thank you.

i show the first two minutes of this video after I give workshop participants a 'pre-test' of the material that I cover in the class. Then I give them a chance to retake the test after the instruction.

1. Connect to what you already know 2. Active recall 3. Spaced repetition 4. Reflection 5. Testing 6. Teaching to someone else 7. Understand the why / context Not merely rote learning or re-reading. Think of learning as skills to improve over time.

Test me I bet you can find my style.

yeah, but you dont answer if one should change the whole subject or just the topics within the subject.

It's a waste of time and money. There's only the ability to adjust to circumstances, and the situations as they present

HOW DOES A TEACHER TEACH ONE WITH A BRAIN INJURY?? MY MATH PERFORMANCE IS BAD BUT MY READING, WRITING, AND FOREIGHN LANGUAGE ACHIEVEMENT WHICH IS CALLED ACHIEVEMENT IS VERY HIGH. I KNOW I HAVE A HIGH I.Q. BUT I DO SUFFER AND I THINK SOME TEACHERS DON T APPRECIATE TEACHING IN GENERAL. IT SEEMS LIKE IT ALL CATERED TO PEOPLE WHO CAN GET STRAIGHT A. THANK YOU. I SPELLED FOREIGN WRONG ON PURPOSE THANKS!!!!!

Thank you, Sir, for such great insights.

Great, now do the same study except have the interleaved students be told what pitch is being thrown at them so they expect what's coming, in order to see if interleaving still works if they fully expect what's coming.

Highlighting for me is the worst! First, it makes me dizzy. Second, it overwhelms me with so much information. Lastly, it doesn’t really highlight the most important thing that you should always remeber (that’s because you force yourself to memorize every detail).

This is an excellent book that clarifies what is effective. I put off buying it because it seemed expensive and so many books basically are very little information and mainly filler. I finally bought it on kindle and kicked myself for not doing so sooner! Learning is often turned into a chore and is seen as not much fun but by using these effective techniques it makes it productive and therefore far more attractive.

I actually find it very convenient to skim because of highlighting.. for the 1st round of studying I extensively understand what and how to highlight and then do it. So then it is more organised and easier to grasp for later quick reviewing.

Thank you! Very inspiring.

Mind blowing!

I don't know why matter of intellect didn't get mentioned in this short video. That s completely obvious that your IQ determines your learning capacity. So called G factor (Charles Spearman) plays HUGE role at understanding and remembering topics. G factor is distributed DIFFERENTLY in society. At least as far as i know, correct me if i m wrong.

This information and this whole channel is just priceless.

this stuff is gold.

This channel is invaluable. I can't understand why only few people subscribed!

I underline interesting sentences and highlight just main important words (in general those are like 2 or 3 words per page). While reading i take notes and write down my thoughts and questions. Is that recommendable?

Ничего не понятно)

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Claro que si, yo e enseñado a mis estudiantes esa tecnica por mas de 20 años 👏👏👏👏

Boring, and he should know about teaching...

Thank you 🧠

Loving this. Some of us are still living a lie of the learning styles

Thank you for such a clear book on cognitive principles for learning in both academic and non-academic situations. Recently, I have been bombarded by journals with all sorts of gimmicks and mixed messages. Your work in cognitive science clarifies and simplifies what a teacher or professor needs to know.

Could you give concrete examples for studying mass amounts of information on different topics that are (for the most part) unrelated? Specifically, how would you implement "Desirable Difficulties" into something like medicine, which has many independent sub-disciplines (e.g. Pediatrics, OB-Gyn, Neurology, Psych and Internal Medicine)?

You are a beautiful rose

A like the idea of this kind of mnemonic, coming up with something that real inter-relations, rather than just superficial gimmicks/"childish illustrations" that don't really mean anything. As the description started I was afraid it would be the gimmicky version, suggesting some nonsensical association just for the sake of learning the word. Inter-connecting different subjects in this way, even if somewhat gimmicky, is at least reinforcing "two" real knowledges instead of one and some childish allegory, otherwise useless. Seems like a better usage of brain space, and time.

Institutions that managed to implement these principles as part of the intrinsic curriculum outline would tend to produce the best students/professionals at an essentially negligible cost .

Maybe the real "learning styles" are defined by previously acquired knowledge that is rather fluid and of interest to the learner. Intrinsic interest is a huge advantage, and previously correlated learning probably works more or less as a scaffolding for further learning. People's interests and previous knowledge will not fit homogeneously into those series of dichotomies, so it could produce an appearance of a more generalized learning style accordingly. Those would be more analog to music or cuisine preferences, rather than being right or left-handed. A more biologically significant type of learning style (or illusion thereof) could be, on younger children and early teens, I guess, perhaps things like degrees of dyslexia that is not diagnosed as such, and may also be correlated with a subjective feeling of having learning styles that don't rely much on reading.

I agree with the points on learning styles, but I also see the growth mindset as misleading and dangerous for many of the same reasons. Here's why radicalscholarship.wordpress.com/2017/09/21/rejecting-growth-mindset-and-grit-at-three-levels/ (not my blog)

thank you

I generally agree with Dr. Bjork's hypotheses. That no one size fits all, is a given; that no one catalyst will determine a child's or adult's learning ability or success is also obvious based on both research and my own personal experiences. Nevertheless, a child's personal learning style may serve as a catalyst to learning or as a barrier. What is obvious from the research available and the debate in progress is that no one issue is the sole determinant of a child's learning effectiveness. I therefore subscribe to the principle to 'do no harm'. So anything a teacher, or learning facilitator (the title i prefer) can learn about their subject will help them maximize the 'learner's learning potential.

how it works. what is the mechanism?

Awesome channel, all this information is perfect

Summary: 1. Desirable difficult 2. Connections 3. Deliberate practice

Explained so well. Thank you.