Interview Format for EDU 542: How does Long Term Learning Happen

Interview two different people of two different ages (i.e., child, adult) and find out what they know about when they learned
something that is still in their long term memory. Some basic interview questions are listed below. Add others you might find
relevant as you go through the interview. Please provide confidentiality for interviewees and there should be nothing personal
in your questions.

Take extensive notes to share in class and submit in folder.

NO NAMES OR IDENTITY DISCLOSURE.

Interview One: Age 63 Gender Female

Your response notes should be comprehensive. No one line responses because this is intended to be an in depth
interview which brings out complexities in the learning process that would have implications for teaching and
learning and which guide you to understand more about learning.

1. What is something that you have you have learned in the past that you still know and understand today?
Describe the place and your age when you learned this information.

In high school, my subject took a geometry course and learned formulas that she can still recite today. She
learned memory work that have stayed with her today. She can also recite the preamble constitution.

2. Describe the learning process and explain why you think you learned (remember) that information? For
example, if the learning took place in school what did the teacher do to help you learn?

The learning process was repetition and presentation. My subject studied the content and was required to
present in front of the class. The subject also listened to other presenters. She credits repetition for her
memory of this information. The teacher did not do anything. The teacher did not give any kind of
background information.

3. What particular study strategies did you use to learn this matter? Please describe any strategies or
experiences that might have helped you in this learning process. Do you find these strategies helpful in any
other learning situations?

The subject used support systems. She used other people to assist her; her mother would prompt her as she
practiced reciting. She practiced repeatedly, she took down time to practice the material. She used her own
initiative to learn the material.

My subject describes herself as an audio learner. She learns best by talking out the problem to herself or
others. This helps her hear the information. It also helps her stay organized, focused and on task.

4. How did you know you were learning? Please provide evidence that told you that you were learning.

My subject had the material down. She understood the material. She knew the order. She was able to repeat
and memorize the material without the aid of written form.
5. Would you consider learning this information hard or easy? Interesting? Explain or describe your learning
experience.
My subject considers learning the information very difficult. The learning process was lengthy. The
content was not interesting but was required for a grade. She was not interested in the content.

6. What currently motivates you to work hard to learn something new?

Other people relying on my subject to know the information motivates her to learn new information. She
is currently a tutor and seeks to develop a deeper understanding of the material she must know. This
helps her teach the content to others.

7. Please explain how you remember new information today. Did your prior learning help you learn better
today?
Today, my subject does her own research. She organizes material first. She then condenses the material.
She puts the material in her own words. She is an audio learner so she still practices verbally. She still
uses the strategy of repetition to help her remember.

My subject uses the same strategies that she used in high school. She still uses a study buddy to
practice with and she still practices by using repetition.

8. Do you believe you are naturally smart or are you smart because you work hard? Provide
examples/evidence for your answer.

My subject believes that hard work can increase an IQ level. She believes that she has a higher intellect,
though not incredibly high. She believes that she can achieve through hard work. She says that as a tutor,
she has watched struggling learners work hard and learn the content.

9. What do you do to learn that is beyond or not required in school or work?

My subject says that she takes initiative to come up with new ideas and follow through. She identifies a
need within her job, researches on her own and creates materials to help with the development of a
solution. She asks questions to research. She thinks beyond the job. Instead of considering her salary,
she considers challenges and rewards as her motivation.

10. What would you like to tell educators about helping others learn?

My subject asks that educators really focus on the individual. Encourage the individual, inspire the
individual either through outside resources or your own resources. She asks that educators work to
stimulate minds, provide creative outlets for learners and continue researching independently in order to
help others learn.
 Reflection

The individual interviewed revealed her beliefs about learning through the information shared as

responses to each question. As a result of this information, the interview has emphasized that learning can

occur through a variety of strategies. Strategies can help an individual learn by allowing the individual to

process information within the working memory and store the information into long term memory. This

allows information to be successfully recalled when prompted. Throughout the interview, the subject

repeatedly mentioned the fact that she was able to recall the information that she had learned over forty

years ago with clarity and ease. Through strategies of practice, repetition, performance and feedback,

powerful learning took place, allowing information to be stored instead of lost.

This interview describes learning that has happened in the past and learning that currently takes place.

Throughout the interview, the subjects description of learning embodied self-discipline and grit. The

learning that took place was not interesting or relevant to the person learning it. As a result of this, the

subject had a difficult time storing the information into long term memory. The fact that the information was

successfully stored demonstrates grit. The subject discussed todays learning and also demonstrated grit

through her examples. Examples include considering the challenges within a job and seeking solutions

instead of allowing the salary to discourage productivity. These examples model grit and self-discipline as

stemming from the subjects intrinsic motivation to learn.

The subject described her intrinsic motivation as a strategy that has supported and continues to support

her learning goals. She also identified her learning style as audio learning. In addition to practicing self-

discipline, she also used strategies that incorporated orally retelling the information to another person as a

way of practicing recall. Audio learning allows an individual to organize the information, making it easier to

process. As she practiced retelling the information orally, she chose to practice with a partner in order to

receive feedback. This demonstrates performing material and receiving feedback as apart of information

processing theory. The big idea of performing and receiving feedback allows the subject to refine the

material and process only relevant and important information before storing it into working memory.
 Unfortunately, the subject recalls the role of the educator as assigning the material and assessing the

material. Her educators did not provide any background information or explanation as to how to study or

process the material. As a result of this, the individual used her own free time and resources to learn the

material. Although this has helped the individual become an independent learner, the subject recalls that she

did not enjoy learning the material and instead labored over the content. She recognizes that expecting

students to solely use time and resources outside of the classroom to learn the content independently and

without support from the instructor would not be a valuable method for learning for the majority of learners.

Individuals need background information, teaching, practice and support within the classroom because they

may not have an opportunity to receive support outside of the classroom.

As a tutor, the subject states that she still uses the strategies that she used in high school to research,

organize and process information when solving problems. Though these strategies have helped her achieve

her goals, she is very supportive of struggling learners. She uses a variety of strategies including scaffolding,

practice and feedback when teaching her students new content.

The subject teaches new content in ways that strive to make the material interesting and relevant to the

learner. Often times, she includes resources that inspire and motivate the learner intrinsically. She has

mentioned using guest speakers in order to inform and excite her students about learning. She has also made

her schedule available to learners who made need additional support. Her goal is to provide learners with the

scaffolding and inspiration that she did not receive in high school.

The teaching strategies described by the individual are reminiscent of growth mindset strategies.

Believing that all students can learn and describing events where struggling students have mastered the

material shows that the subject has adopted growth mindset strategies. As an audio learner she recognizes

that learners need to process information by organizing and transcribing the content so that it is valuable and

meaningful before trying to store the content into their long term memory. Though she acknowledges that

some individuals respond to information more quickly, she strongly believes that learning is for everyone

and can be achieved through engagement and practice.