- Hardcover: 336 pages
- Publisher: Belknap Press: An Imprint of Harvard University Press (April 14 2014)
- Language: English
- ISBN-10: 0674729013
- ISBN-13: 978-0674729018
- Product Dimensions: 14.6 x 2.5 x 21.6 cm
- Shipping Weight: 499 g
- Average Customer Review: 24 customer reviews
- Amazon Bestsellers Rank: #7,489 in Books (See Top 100 in Books)
Make It Stick: The Science of Successful Learning Hardcover – Apr 14 2014
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If you want to read a lively and engaging book on the science of learning, this is a must… Make It Stick benefits greatly from its use of stories about people who have achieved mastery of complex knowledge and skills. Over the course of the book, the authors weave together stories from an array of learners―surgeons, pilots, gardeners, and school and university students―to illustrate their arguments about how successful learning takes place… This is a rich and resonant book and a pleasurable read that will leave you pondering the processes through which you, and your students, acquire new knowledge and skills. (Hazel Christie Times Higher Education 2014-04-03)^Many educators are interested in making use of recent findings about the human brain and how we learn… Make It Stick [is] the single best work I have encountered on the subject. Anyone with an interest in teaching or learning will benefit from reading this book, which not only presents thoroughly grounded research but does so in an eminently readable way that is accessible even to students. (James M. Lang Chronicle of Higher Education 2014-04-23)^Aimed primarily at students, parents, and teachers, Make It Stick also offers practical advice for learners of all ages, at all stages of life… With its credible challenge to conventional wisdom, Make It Stick does point the way forward, with a very real prospect of tangible and enduring benefits. (Glenn C. Altschuler Psychology Today 2014-04-10)^Presents a compelling case for why we are attracted to the wrong strategies for learning and teaching―and what we can do to remedy our approaches… In clear language, Make It Stick explains the science underlying how people learn. But the authors don’t simply recite the research; they show readers how it is applied in real-life learning scenarios, with engaging stories of real people in academic, professional, and sports environments… The learning strategies proposed in this book can be implemented immediately, at no cost, and to great effect… Make It Stick will help you become a much more productive learner. (Stephanie Castellano TD Magazine 2014-11-08)^If I could, I would assign all professors charged with teaching undergraduates one book: Make It Stick: The Science of Successful Learning… It lays out what we know about the science of learning in clear, accessible prose. Every educator―and parent, and student, and professional―ought to have it on their own personal syllabus. (Annie Murphy Paul The Brilliant blog 2014-02-07)^This is a quite remarkable book. It describes important research findings with startling implications for how we can improve our own learning, teaching, and coaching. Even more, it shows us how more positive attitudes toward our own abilities―and the willingness to tackle the hard stuff―enables us to achieve our goals. The compelling stories bring the ideas out of the lab and into the real world. (Robert Bjork, University of California, Los Angeles)^Learning is essential and life-long. Yet as these authors argue convincingly, people often use exactly the wrong strategies and don't appreciate the ones that work. We’ve learned a lot in the last decade about applying cognitive science to real-world learning, and this book combines everyday examples with clear explanations of the research. It’s easy to read―and should be easy to learn from, too! (Daniel L. Schacter, author of The Seven Sins of Memory)^For a deeper dig into the science of learning, make sure to pick up Make It Stick. It’s an illuminating read. (Drake Baer Business Insider 2014-06-18)
About the Author
Peter C. Brown is a writer and novelist in St. Paul, Minnesota.^Henry L. Roediger III is James S. McDonnell Distinguished University Professor of Psychology at Washington University in St. Louis.^Mark A. McDaniel is Professor of Psychology and Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis.
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One was that there seems to be an obvious push towards testing in general without acknowledging that a lot of testing that actually is done currently could be a lot better—such as by following some of the guidelines the authors present. The authors comment on general resistance to the idea of testing, but rather than acknowledge that there might be very good reasons for resistance and try to explain why their views on testing might be better than the 'general perception of testing' they politely dismiss such people. One quote regarding "practice as you play and you will play as you practice" (a sports reference) was an excellent point. Another excellent point was something to the effect that effective learning occurs with engagement. So, there seemed to be a missed opportunity to examine in greater detail how not all testing is equally effective or worthwhile. They do describe conditions for good testing and why trying to "practice as you play" is good, but with things out there such as the general failure of second language education in most places in the world, "practice as you play" and 'engagement' would have been excellent things to apply to that, for example. I do imagine that the authors, of course, would want 'quality testing' and would probably support 'practice' that simulates how the skill might be used in real life—especially if was powerful for recall and application of knowledge and revealed what the student actually did know versus what he didn't for real-life application—even if most people might not think of it as a typical 'test'. The tone made me feel something akin to the presence of 'previous arguments' surfacing with a very strong impression of which side of the debate the authors sat on.
A second annoying point—and this is being really 'nit-picky'—was that they seem to use the word 'intuition' as a generic 'bad' word to mean 'faulty or premature reasoning based on limited information, an insufficiently-complete-enough perspective, and/or perhaps being influenced by a false social consensus'. It wasn't a big deal but it was very distracting as it came up repeatedly. I'm not saying that instinctive-feeling reactions or any of the other normal, typical definitions of 'intuition' are reliable measures for rational analysis, but in the examples they give it is often assumptions or mistaken reasoning (based on faulty or incomplete information). They seem to always feel a compulsion to instead say 'intuition'. Mistakes can be made based on faulty reasoning or logic—and no jumping to intuition or hunches need be required. That's essentially what their examples told me, and it was a very good point and a worthy caution—if I understood correctly.
In general, a good book though...
Peter Brown clearly lays out the science behind the most effective study methods. After reading this book you will not only know which methods are the best but why.
In a world where we have to process new skills to be valuable in the economy, this book will come in handy in learning everything you need to be successful.
Think of the benefits you could get when you can out learn your competitors-because everybody is competing in the business world or job market. Reading this book could be your advantage.
Buy this book and reap the rewards.
The research and conclusions the authors have shared has cleared up a number of my misconceptions about learning and showed me some excellent strategies for locking down information for long term retention with minimum wasted effort. Just as important, they have enlightened me as to how my intuitions about learning were often working against me. The changes that I have made to my approach have not been drastic, but they have been crucial. And, certain results that used to frustrate me have now become advantages. For example, I now look forward to watching myself forget newly acquired learning, since I know that forgetting in the short term provides a key opportunity to improve consolidation over the long term. Also, I can work more efficiently because I cut out a lot of the needlessly repetitive mass review that I thought was necessary, but was just interfering with more efficient techniques.
I highly recommend this book. As a life long learner and as somebody with ambitions to tackle some important personal projects that depend on developing expertise as efficiently as possible, I highly recommend this book. It has helped me develop much better strategies for learning. I believe it can do the same for you.
For students and teachers/trainers, this has to be the best book on the learning sciences (cognitive psychology) I've seen. It's clearly written and covers the most important principles of effective and efficient learning that all students and teachers/trainers need to know.
The information in this book has been around for decades and is also widely available on the internet if you know where to look and how to judge the reliability of the sources. Having an expertly written book like this one that synthesises all that information into a concise, coherent whole is invaluable.
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