LITERATURE REVIEW

Improving Students Learning with Effective Learning Techniques

John Dunloasky, January 2013
Abstract:
Some students face difficulties in understanding and concentrating in their studies,
they struggle through various tools but do not get favorable outcomes. Hence,
scientists researched and discovered unique techniques to increase concentration in
students. The researchers have described the students minds at first then
according to their age and ability level those techniques are imposed. They say that
using conditions and materials in educational system brightens minds over 30%
extra which can be beneficial to those talented students. Moreover, by changing the
educational styles and according to the psychological minds of students
concentration level can boost up successfully. Not only gestures these days attract
students, they always want something new. Therefore this can be a better idea to
use techniques which are close to technology that attracts them effective. Many
students are being left behind by an educational system that some people believe is
in crisis. Improving educational outcomes will require efforts on many fronts, but a
central premise of this monograph is that one part of a solution involves helping
students to better regulate their learning through the use of effective learning
techniques. Fortunately, cognitive and educational psychologists have been
developing and evaluating easy-to-use learning techniques that could help students
achieve their learning goals. In this monograph, we discuss 10 learning techniques
in detail and offer recommendations about their relative utility. We selected
techniques that were expected to be relatively easy to use and hence could be
adopted by many students. Also, some techniques (e.g., highlighting and rereading)
were selected because students report relying heavily on them, which makes it
especially important to examine how well they work. The techniques include
elaborative interrogation, self-explanation, summarization, highlighting (or
underlining), the keyword mnemonic, imagery use for text learning, rereading,
practice testing, distributed practice, and interleaved practice.

Active Learning Techniques Versus Traditional Teaching Styles

J. Patrick McCarthy, Liam Anderson, June 2000
Abstract:
Group role-playing and collaborative exercises are exciting ways to diversify college students' classroom
experience and to incorporate active learning into your teaching. This article reports the results of two
experiments that compared the effectiveness of role-playing and collaborative activities to teachercentered discussions and lectures. Using both history and political science classes, we show that the

students who participated in the role-plays and collaborative exercises did better on subsequent standard
evaluations than their traditionally instructed peers. Presented here is a discussion of active learning,
descriptions of the two experiments, and an explanation of the outcomes and implications of the study.

Active learning and cooperative learning: understanding the

difference and using both styles effectively
Marcia W Keyser, spring 2000
Active learning is any teaching method that gets students actively involved; cooperative learning is one
variety of active learning which structures students into groups with defined roles for each student and a
task for the group to accomplish. Lecture-based library instruction is often unsuccessful for many reasons,
including poor student attention, simplified examples, and too much material presented at one time. Active
and/or cooperative teaching techniques involve the students in the class and increase retention of
information following the class period. Active learning techniques are easier to apply and take less class
time, while cooperative learning techniques require more advance planning and may take an entire class
period. Choosing a teaching technique must be done carefully, with an understanding of the goals of the
class session. Several possible goals are detailed, along with suggested techniques for meeting each
one.

Improving generalization with active learning

David Cohn, May 1994
Active learning differs from learning from examples in that the learning
algorithm assumes at least some control over what part of the input domain
it receives information about. In some situations, active learning is probably
more powerful than learning from examples alone, giving better
generalization for a fixed number of training examples.
In this article, we consider the problem of learning a binary concept in the
absence of noise. We describe formalism for active concept learning called
selective sampling and show how it may be approximately implemented by a
neural network. In selective sampling, a learner receives distribution
information from the environment and queries an oracle on parts of the
domain it considers useful. We test our implementation, called an SGnetwork, on three domains and observe significant improvement in
generalization.
Active learning increases student performance in science,
engineering, and mathematics
Scott Freeman, October 2013

To test the hypothesis that lecturing maximizes learning and course

performance, we metaanalyzed 225 studies that reported data on
examination scores or failure rates when comparing student performance in
undergraduate science, technology, engineering, and mathematics (STEM)
courses under traditional lecturing versus active learning. The effect sizes
indicate that on average, student performance on examinations and concept
inventories increased by 0.47 SDs under active learning (n = 158 studies),
and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67
studies). These results indicate that average examination scores improved
by about 6% in active learning sections, and those students in classes with
traditional lecturing were 1.5 times more likely to fail than were students in
classes with active learning. Heterogeneity analyses indicated that both
results hold across the STEM disciplines, that active learning increases scores
on concept inventories more than on course examinations, and that active
learning appears effective across all class sizesalthough the greatest
effects are in small (n 50) classes. Trim and fill analyses and fail-safe n
calculations suggest that the results are not due to publication bias. The
results also appear robust to variation in the methodological rigor of the
included studies, based on the quality of controls over student quality and
instructor identity. This is the largest and most comprehensive metaanalysis
of undergraduate STEM education published to date. The results raise
questions about the continued use of traditional lecturing as a control in
research studies, and support active learning as the preferred, empirically
validated teaching practice in regular classrooms.

Children and Learning

Learn the most effective strategy for academics tasks like learning spelling
words, math facts and reading comprehension and how it can change your
childs entire experience of school and learning into a positive one. How
would you like a way to help your child to feel more successful at home, at
school, with friend? How would you like to feel less stress in your life and
have better relationship with your child? What if your child knew simple,
effective strategies that will enable him to learn easily and quickly? It has
been my experience that virtually every young person that I have worked
with has had the desire to do well, to be accepted by their peers, to feel
pride from their parents, and to feel good about themselves.

Many have never learned effective strategies for learning; they offend use
strategies that take a long time and simply do not work, and they struggle in
school.
Task such as learning spelling words, math facts, memorizing facts and
learning vocabulary word learned more easily and quickly if the student
learns them visually. When student learn visually, they tend to be more
interested and learn quickly and easily.
When a young person understands that he is intelligent, that he is a good
student, that he can learn easily and there is nothing wrong with him, that
has dramatic impact on every aspect of his life! Now we can move on to
teaching strategies foe mastering thoughts and emotions and taking action
on goals.

The ONLY Thing You Need to Consider When Learning

As adults we tend to be more rules bound and less flexible when it comes to
learning. This bring us to perhaps the most important part of the first step in
language learning and let me start with an observation; over the course of
teaching English to hundreds and hundreds of Japanese people, I was lucky
enough to be an observer of different learning styles as well as active
participant in how people learn. The rule bound learner and the non-rule
bound learner, usually the rule bound learner will be quiet, answering a
question when asked but only after a lengthy amount of internal deliberation
searching for the most perfect way to answer.
Before you try and attempt to learn the complexities and finer points of
grammar, do yourself a favor, blast through the manual gleaning only the
most fundamental rules; enough to get you started. So if you are to take
anything away from what I have written let it be this; when learning anything
be more like a child.
Why Leaders Cant Avoid Learning
If you want your people to be learning and growing, then they must see you
growing and learning too. This article titled leadership and learning, so this
would seem to be a pretty obvious thing for me to write about and yes, I
have written about it a lot in the past. The leader want to learn will do what

they need to do, invest time, effort and money in learning, and more. while I
believe leaders should want to learn foe their own purposes and reasons,
perhaps even more pragmatic reason why leaders cant avoid learning
because they dont have perfect teams or team members, every leader
wants their team members to grow, develop and get better in their current
job, or be preparing for the future job. You cant get the growth,
development, and change without learning; it is the part of the package.
The Most Effective Way To Learn A New Language
If you drag your feet over any foreign language course, you can be assured
of failure where you are required to put in a minimum of three hours weekly
and 15 minutes on a daily basis.
Some occasional review of all material you have learned previously is also
very important to your success for example, the vocabulary. Practice
speaking out loud on your own, in a group of friends studying the same
foreign language and with your pet such as dog or cat.
Write down a passage of the language as part of dictation from a friend and
then correct your own writing .some assorted helps: develop a good attitude,
have reasons and goals for studying the foreign language.

More Effective Learning - A Simple Technique

More effective learning can be accomplishes simply by sending more time
memorizing and reviewing information, the problem with that approach is
that there is only so much time that you can devote to. More effective
learning can be accomplished simply by spending more time memorizing and
reviewing information. More effective learning by teaching supposes you
want to learn about economics, and more specifically about the way that the
money supply affects the economy. You have a book or some other study
material in front of you, so you refer to these and tell him how the velocity
of money the number of times money is loaned out, deposited in the bank
and reloaded.

REFERENCES
John Dunloasky 2013
Improving Students Learning with Effective Learning Techniques
http://psi.sagepub.com/content/14/1/4.short
J. Patrick McCarthy, Liam Anderson, June 2000
Active Learning Techniques Versus Traditional Teaching Styles
http://link.springer.com/article/10.1023/B:IHIE.0000047415.48495.05
Marcia W Keyser, spring 2000
Active learning and cooperative learning: understanding the difference and
using both styles effectively
http://www.sciencedirect.com/science/article/pii/S0734331000000227

David Cohn, May 1994

Improving generalization with active learning
http://link.springer.com/article/10.1007/BF00993277
Scott Freeman, October 2013
Active learning increases student performance in science, engineering, and
mathematics
http://www.pnas.org/content/111/23/8410.short
Children and Learning
The ONLY Thing You Need to Consider When Learning
Why Leaders Cant Avoid Learning
The Most Effective Way To Learn A New Language
More Effective Learning - A Simple Technique
ArticlesFactory.com