RETRIEVAL PRACTICE

“One of the most robust findings from cognitive science research is the importance of getting information OUT of student’s heads.”

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-Powerful Learning (Agarwal & Bain)

Thinking about our thinking.

SCHEMA

• a framework that helps collect, organize, interpret, and connect information

And a framework for thinking

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(Louis, 2011)

DAILY OBJECTIVES

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1. Understand what conditions are optimal for learning

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• Learn about regulating automatic thoughts and our learning environment

1. Understand different mindsets: fixed vs. growth
2. Understand how to develop intelligence and ability with metacognition
3. Learn what schema is and how it shapes our perspective

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PREVIOUS OBJECTIVES

REFLECTION QUESTION:�What do humans need in order to learn?

Make a list of your ideas

3. What it takes to learn

LEARNING CONDITIONS

For optimal learning

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Learning objective

Getting our brain ready

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(Dennie, et al., 2019; Jung, et al., 2009)

3. What it takes to learn

Maslow’s Hierarchy

#1 – Feel okay

(Bishop, 2016)

3. What it takes to learn

• Food
• Water
• Shelter
• Sleep
• Wifi
• Doritos
• Spotify

• Emotional
• Psychological
• Physical

REFLECTION QUESTIONS:�What is one thing you can do to improve your learning environment/condition?

Add to your notes

3. What it takes to learn

What it takes to learn

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• Intrinsic - doing something for the value to self
• internal rewards, self-satisfaction, meet a personal goal�
• Extrinsic - doing something for an external reward
• grades, money, recognition, fame

#2 – Motivate! Set goals for yourself

3. What it takes to learn

SMART INPUT GOALS

Specific

Measurable

Achievable

Relevant

Timely

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GOOD EXAMPLES: take notes in all my classes and review them for 5 minutes each after school.

Work for 30 minutes on math each night

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BAD EXAMPLES: to get all my homework done.

Get an A in English

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REFLECTION QUESTIONS:�List two things you that intrinsically motivate you. �List two things that are extrinsic motivation for you.

Add to your notes

3. What it takes to learn

You Vs. You�AUTOMATIC THOUGHTS

Growth Mindset: Intelligence and Intrusion

AUTOMATIC THOUGHTS

Understanding and responding to

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Learning objective

STRUGGLE IS GOOD

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We can only grow if we believe our boundaries can be grown and then push against them.

CHALLENGE

The Good

• _________ inside the brain make new connections to other ________, and those connections get stronger.�
• Filled with joy, pride, and/or excitement�
• Think of one thing you LOVED learning? �(skill, concept, hobby, game)

WHAT HAPPENS WHEN WE FACE

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STRUGGLE too much

If not managed, “chronic stress” can slow neuroplasticity�

• Automatic thoughts
• negative emotions�
• How much is too much?
• How to handle it?

WHAT HAPPENS WHEN WE

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(Pittenger & Duman, 2007)

AUTOMATIC THOUGHTS

Subconscious immediate responses.

• Catastrophic! “OH GOD THIS ASSIGNMENT/GRADE/CLASS IS THE WORST THING EVER!”�
• Overgeneralizing! I failed this assignment so that means I’ll fail the test and fail the class and fail high school and… so on.�
• Self-doubt! I was terrible last year; I’ll be terrible again this year

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(“The growth mindset: Fostering resilience and a love of learning,” 2018)

PAVLOV’S DOG

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If I can train a dog to drool every time I ring a bell, you (and I) can train yourself to respond to ___insert emotion here___ in a positive way.

RESPONDING TO AUTOMATIC THOUGHTS

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REFLECTION QUESTIONS:�What factors effect learning?�What can you do to combat some of those factors?

Add to your notes

3. What it takes to learn

BRAIN DUMP

Jot down EVERYTHING you can remember about…

Learning Conditions and Auto Thoughts