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ERIC Number: EJ797287
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0022-8958
Working Smarter, Not Harder: Reaching the Tough to Teach. Part IV--Judicious Review and Synergy
Rockwell, Sylvia
Kappa Delta Pi Record, v44 n4 p154-159 Sum 2008
Applying a skill or concept learned in isolation to a higher-order thinking problem can elude students who are at risk for school failure. They can complete a page of computation problems in math, but fail to connect those skills to daily challenges and work problems. They can read a chapter in the science book, define key vocabulary, and answer single-word response questions; but are lost when asked to summarize the major concepts or apply them during a science laboratory assignment. Others may demonstrate mastery one week and perform two weeks later as if they had never learned the same skills or concepts previously. Difficulty retaining and recalling information can negatively impact learning, behavior, and motivation. Parents and teachers sometimes believe that a student is just being lazy or not trying hard enough. The student may, however, require more frequent, distributed, and varied review than others. Learning new skills and concepts is like that for some students, as they strain to recall earlier lessons. Some students rarely forget major concepts and require minimal review prior to a major test. Students at risk, however, baffle their teachers with uneven progress characterized by demonstrations of mastery at the end of a unit of study, difficulty transferring skills and concepts mastered in one context to another, and poor skill and concept retrieval over time. These students maintain portfolios that contain documentation of achievement. The problem is not an inability to learn. The problem for these students is an inefficient system of retrieval. Once they have filed away skills and concepts in their brains, they have difficulty making the necessary connections and accessing the information on demand. This article discusses: (1) how the brain stores and retrieves information; (2) characteristics of effective review systems; and (3) review strategies that can be implemented across the curriculum.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A