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VOLUME XV, NUMBER 27

8 INNOVATION ABSTRACTS

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K KELLOGC {ON AND THE SID W. RICHARDSON FOUNDATION

OPMENT iNISOD}, COLLEGE OF EDUCATION,

Learning Study Strategies Through Experimentation
And Observation

In my College Survival Skills classes, students learn
study skill strategies through hands-on experimentation
and observation. These approaches encourage them to
identify and practice strategies that work. The following
“experiments” may be useful for all instructors interested
in student achievement.

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Experiment. Interference

Students often experience interference in leaming
unless they rehearse material adequately.

For this experiment, students are given one minute to
rehearse the meanings of glyt, syn, homeo, and tomy—word
parts taken from anatomy and physiology. Immediately,
students are tested on their recall of meanings and
generally score 100 percent.

Next, students have three minutes to learn 12 anatomy
word parts; after all, if they are able to memorize four
items in one minute, reason suggests that they can recall
12. However, students are often surprised with the
difficulty they have in recalling the meanings of lyt, meta,
phag, cyt, cata, zym, itis, an, pina, ana, mit, and som. Most
students realize that their less successful performance on
the second test results from increased interference be-
tween similar terms like an and ana, meta and mit. The
group discusses how dissimilar terms are easier to
remember and how overleaming is necessary for mastery
of material. (The time allowed for rehearsal can vary.)

Experiment: Rote Memory vs. Keyword Approach

Most students use a rote method of learning new terms;
however, the keyword method allows students to use
their imaginations to find familiar words within words
and to attach images to these words.

For this experiment students are divided into two
groups; each group takes a short break while the other
group is drilled over the following technical terms: RAM,
proxy, axilla, dyspnea, injunction, ketose, lipid, oscilloscope,
pyrometer, and tachycardia. | present only the definitions
that are on one side of large flash cards to Group A and
drill this group. Then Group A leaves for its break while
Group B returns. Group B sees both sides of the flash
cards—definitions and key word illustrations: a picture of

 

an ax under an armpit for axilla which means armpit; lips
tasting fatty butter for the term lipid, etc.

During the next class session, the entire class is quizzed
over the terms; results predictably suggest the superiority
of the keyword approach for enhancing memory through
cueing and visualization. Group A then views the key
word pictures for the first time. Through discussion,
students realize that they do not have to draw pictures for
new vocabulary; however, they may begin to explore the
power of the mind’s eye in strengthening associations.
(Both groups may retake the quiz.)

Experiment: Processing Lecture Notes

For this experiment students assess their preferred
ways of processing information from lectures. All stu-
dents are familiar with the Cornell Note-taking System
prior to the memory lecture and are required to take notes.
After the short lecture, students are told that they will be
tested over the material and are divided into three groups.

Students in Group A listen to a cassette recording of the
lecture. Group B rereads and recites the memory notes;
students may test each other and share notes. Group C
rewrites class notes completely.

After the quiz, we discuss learning styles—auditory,
visual, and kinesthetic. Students in Group A may com-
plain that they do not lear well simply by listening; those
in Group C may argue that they spent their time recopy-
ing but not actually learning the material. Group B
generally performs best on the quiz, perhaps because
these students are actively reciting their notes aloud after
visually rereading them. Students agree that whatever
their preferred learning style, learning must be active.
(This grade does not count; at a later date students are
retested over the material when they have the opportunity
to use their preferred learning styles.)

Experiment Spaced Review vs. Massed Practice

All students take notes over a lecture entitled “Motiva-
tion and Needs.” After the lecture, students must reread
their notes, fill in the cue column in the Cornell notes, and
start to recite their notes. At the end of 10 minutes, notes
are collected from Group A; this group leaves. Students in
Group B are instructed to study their class notes for an
additional 20 minutes; then their notes are collected.

THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, Department of Educational Administration
College of Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712