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Scientific evidence-based Method: (Learning Effectively)

1. Contextual Learning - (i) Metacognition.

2. Forgetting Curve.
3. Spaced Reputation.
4. Active Recall.

1. Contextual Learning - (1) Metacognition:

a) Contextual Learning is based on a constructivist theory of teaching & learning.
b) Learning takes place when teachers are able to present information in such a way that students are able to construct meaning
based on their own experiences. i.e., Service Learning, Internship.
c) Characteristics:
1. Emphasizing problem solving.
2. Recognizing that teaching & learning need to occur in multiple contexts.
3. Assisting students in learning how to monitor their learning and thereby become self-regulated learners.
4. Anraching teaching in the diverse life context of students.
5. Encouraging students to learn from each other.
6. Employing authentic assessment.
d) Key Element: (Current perspective on that it means for learning)
1. Metacognition process happen when you learn by managing & thinking about your own learning.
2. Metacognition to be contextualized include:
• Situated Cognition: all learning is applied knowledge.
• Social Cognition: intrapersonal constructs.
• Distributed Cognition: Constructs that are continually shaped by other people & things outside the individual.
3. Constructivist learning Theory maintains that learning is a process of constructing meaning from experience.
2. Forgetting Curve:
• The forgetting curve hypothesizes the decline of memory retention of time.
• This curve shows how information is lost overtime when there is no attempt to retain it.
• i.e.,

Typical Representation of the forgetting Curve

• A related concept is the strength of memory that refers to the durability that memory traces in the brain.
• It’s all about “Memorizing & Forgetting.”

3. Spaced Reputation:

• Alternatives names: Spaced rehearsal, repetition spacing, spaced retrieval, repetition scheduling, expanding rehearsal, graduated
intervals, expanded retrieval.
• Spaced Reptation is an evidence -based learning technique that is usually performed with flashcards.
• Newly introduced and more difficult flashcards are shown more frequently. While older & less difficult flashcards are shown less
frequently in order to exploit the psychological spacing effect.
• Spaced repetition is commonly applied in contexts in which a leaner must acquire many items and retain them indefinitely in
memory.
• It is, therefore, well suited for the problem of vocabulary acquisition in the course of 2 nd language learning.

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• Spaced repetition software,

• Flashcards = Leitner System: (5 Levels & an arbitrary number of stages).
Implementation • Audio Instructions.
• Algorithms:
• Neural Network
• Leitner System
• SM-family of Algorithms: SM-o (a paper implementation) to SM-18 (in SM 18)
• Application or Practice or Implementation:
• Delayed review • Study timetable
• Inter leaving • Retrospective timetable
• End of day review • Retrospective outliner
• Shoebox method • Apps with Algorithms
• Kanban board • Remote

• Flash Cards:

• 1970s, Sebastin Leitner, German Scientist.

• Original Metho, how to learn to learn
• The schedule of repetition was governed by the size of the partitions in the learning box.
• i.e., Method 1:
a. Spaced repetition
b. Active Recall
c. Meta-cognition

• In the Leitner system, correctly answered cards are advanced to the next, less frequent box, while incorrectly
answer cards return to the 1st box for more aggressive review & repetition.
• i.e., Method 2:
• Audio Instruction:
• is used in the Pimsleur language learning system and is particularly suited to programmed audio instruction due
to the very short times (measured in seconds or minutes) between the 1 st few repetitions, as compared toother
forms of spaced repetition which may not require such precise timing.
• The intervals published in Pimsleur’s paper were: 5/25/40seconds, 2/10 minutes, 1/5 hours, daily/monthly/ yearly.
4. Active Recall:
• Also known as, retrieval practice, practice testing, testing effect, test-enhanced learning.
• Active recall suggests long-term memory is increased when some of the learning period is devoted to retrieving information from
memory.
• APA dictionary of psychology as “any change or improvement that result from practice or repetition of task items or activities.”
• Practice or Application or implementation:
• Repeated testing • Stop & Recite (Closed book), Summarizing • Enumerations
• Test difficulty • In class question • Occlusions
Practice

• Test format • Immediate review (testing) after class • Problem set

• Practice methods
• Test benefits
• Quizzes
• Transfer of learning
• Pretest
• Toggles • Practice test
• Mind maps • Note taking as questions
• Teaching/group study/fenman • Practice routine
• Technique/ pro technique general effect • Problem solving (categorize wise)
• Flashcard/ digital • Process visualization

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Summary:
1. Contextual Learning:
• What it is &why it is here to stay
• What is the application of that process / concept
• In which text it is used
2. Forgetting Curve:
• Memorizing & Forgetting

3. Spaced Repetition: After learning something, practice & respective (2/3/4…) by L/S/R/W
4. Active Recall: Quizzes / exam yourself by on your thinking / L/S/R/W
5. Non-effective or useless techniques: all are covered by Spaced Repetition & Active Recall.
• Re-reading, Highlight & underlying, Summarizing, note taking or keyword mnemonic.
Context or, or Vocabulary: Flashcard Leitner System:
• Word / Sentence / Topic • Phrases & Idioms
• Sentence making (2/3) • Same Spelling (but different word)
• English Meaning • Bengali Meaning
• Synonyms & Antonyms

Md. S U Zaman