{"id":9925,"date":"2021-03-26T09:42:30","date_gmt":"2021-03-26T09:42:30","guid":{"rendered":"https:\/\/impulseducacio.org\/?p=9925"},"modified":"2023-03-02T11:27:24","modified_gmt":"2023-03-02T11:27:24","slug":"learning-for-lifetime-learning","status":"publish","type":"post","link":"https:\/\/impulseducacio.org\/en\/learning-for-lifetime-learning\/","title":{"rendered":"Learning to keep learning all your life"},"content":{"rendered":"

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Learning to keep learning all your life<\/h1><\/h1><\/div>
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26 March 2021<\/p>\n<\/div>

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Evidence of how learning takes place helps teachers to guide effective learning<\/h2><\/h2><\/div>

By Jordi Viladrosa i Clua<\/p>\n<\/div>

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H\u00e9ctor Ruiz Mart\u00edn <\/a><\/span><\/span><\/span><\/span><\/strong>is the International Science Teaching Foundation director and an expert in the cognitive psychology of memory and learning, disciplines on which part of his research focuses. He is also the author of <\/a>\u00bfC\u00f3mo aprendemos? Una aproximaci\u00f3n cient\u00edfica al aprendizaje de y a la ense\u00f1anza<\/em> (Editorial Escal\u00f3n), and Conoce tu cerebro para aprender a aprender<\/em><\/a> (ISTF).<\/a><\/p>\n<\/div>

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The trap of an exam-oriented curriculum and quantitative academic results hinders the effective learning of strategies linked to scientific evidence about how our brains learn. Passing exams and giving them a high value in assessing a subject or course sends a message to students: they need to use practical study skills to demonstrate what they have learned in the short term. This is a kind of self-deception since, in the medium and long term, these methods are generally relatively ineffective without the cognitive effort involved in evocation or reasoning and learning lapses in a relatively short time. In this book, H\u00e9ctor Ruiz sets out a global objective for teachers: to guide their students’ learning, do it effectively, and validate scientific evidence. A work, then, to learn how to learn.<\/p>\n

Effective learning strategies, not all of which are innate, are predictors of academic success based on scientific research from neuroscience and cognitive science on how the brain works. In his eight chapters, the author describes how the brain learns, concentrates, thinks, remembers, forgets, diversifies, motivates and controls itself to learn. No less attractive is the appendix where Ruiz briefly describes some learning strategies that are not very effective but often used by our students.<\/p>\n<\/div>

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In this book, H\u00e9ctor Ruiz sets out a global objective for teachers: to guide their students’ learning, do it effectively, and validate scientific evidence<\/h6>\n<\/div>
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From chapter two onwards, there are some practical recommendations at the end of each chapter based on a key idea as a summary, preceded by an elaborate compilation of arguments and examples. Turning this work into a practical, very structured manual and easy to consult for anyone who wants to know how our brain learns based on the available scientific research.<\/p>\n

The following is a summary of some aspects of the author’s contributions we consider interesting.<\/p>\n

The first chapter explores the basic models that science has used to explain how memory works and learning occurs. We were pleased to see that H\u00e9ctor Ruiz does not ignore this human capacity which is an aspect with many defenders and detractors. And, related to it, the relevance of prior knowledge for the solid acquisition of new learning.<\/p>\n

Chapter two highlights the role of distractions, the extraneous cognitive load<\/em> (p. 47), during learning tasks and, of course, their relation to attention and its limitations. The key idea of this chapter is that to optimise study time, we need to focus our cognitive resources on the object of learning and manage its limitations<\/em>\u00a0(p. 58). Practical recommendations are as follows:<\/p>\n