Make It Stick: The Science of Successful Learning
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To most of us, learning something “the hard way” implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier.
Make It Stick turns fashionable ideas like these on their head. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.
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Customers find the information fascinating, informative, and applicable to their interests. They describe the book as well-written and easy to read. Readers also say it’s easy to follow, understand, and reference. They appreciate the great illustrations and straightforward and effective presentation of highly useful, simple, scientifically tested ways to truly learn.
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11 reviews for Make It Stick: The Science of Successful Learning
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Mary –
Great book for anyone who plans on teaching or instructing
This was a compulsory reading for a course I am auditing and it is great. It is an amazing guide for someone who wants to learn how to learn and make information stick. While I wish I had heard about this book during my days as a student, I still find it useful in guiding me on how to learn about anything whether itâs a hobby or a new skill
Kent –
Eye Opening
I loved this book and cannot stop recommending it to people. I recently found myself ordering books in quick succession and wondered how to work my way through them with optimal retention. Long story short, I heard about âinterleavingâ and found Make It Stick. As I say, itâs been eye-opening, but surprisingly applicable to my interests in project management and peer review. I understand if people find the writing a bit repetitive, but it being a lesson (of sorts), I believe it mirrors what the authors preach with interleaving topics, cyclical reorientation and summation. That said, the text is fewer than 300 pages – itâs not long. If itâs any consolation, the longer you find it (and keep at it), the more likely you are to retain it. Iâm personally looking forward to rereading in a couple years.
A. Mazonian –
How the Mind Learns – a how to guide, with stories
Is there anything new in this book? I believe there is sage advice in it for many of us.That our brains adapt is good but also bad for studying. We become bored.For many of us, we were never taught how our minds work and how we should leverage its natural processes to learn. Sometimes, practice or studying feels painfully slow and we often switch to another method that feels good. Unfortunately, we often fail at assessing how much we’re learning and have actually learned.Some students were never taught how to learn, and had few, if any, good teachers/mentors.Some teachers were never taught how to teach, and have forgotten what it was like to be a student.This book is for those both groups. The examples and advice for teachers and corporate trainers is also well written and useful.If you have had good teachers or learning examplars, you might find this book less valuable than will most people.SUMMARY:PROs: This book will show you how to structure your learning and assessment processes to learn and confirm you’re actually retaining the material. It provides 27 pages of endnotes on scientific studies that support its recommendations. Having read and applied the principles of both MIS and WSSK (see below), I can say they do work, very well.CONs: Be prepared to look for what you want. Most of us will focus on the prescriptions of Chapter 8: e.g. avoid rereading as a primary study method, and do use the blank paper assessment test, etc..=====While reading, I noticed two points made by the authors that will shape your experience:1) page ix in the Preface: “first author is a storyteller”2) page 200: “early readers (of the book draft) urged the author to get specific with practical advice”I agree with reviewers Soumen, T. Pagni, Economist: yes, the book could’ve been much shorter and focused on the advice.I also agree with the numerous reviewers who praise it: yes it provides excellent practical insight into the best ways to learn (both physical and mental tasks).I will now use the book to evaluate the book.1) Interpret/Elaborate/Infer from what I’m reading:Why is a storyteller the first author? I’m glad they told me. I’m now prepared to wade through long winded stories to find the main points.2) Find the underlying rules/principles in what I’ve read:- Allow time to forget. You MUST give yourself time to partially, but not completely, forget the material. Then give yourself time to struggle with recalling it.- Effortful (i.e. NOT effortless!) recall is good. It dramatically increases retention.- sustained, deliberate practice, even when it feels ponderous, is helping me learn- Trust the process of study, forget, retrieve.- Reflection is a form of retrieval practice.3) Scatter/Vary/Mix the information while you’re studying it.By mixing the precepts in with the stories, the patterns were harder to see. I had to pick up the book several times because I was so annoyed by all the storytelling. However, DURING REFLECTION away from the text, I realized they were deliberately embedding kernels in the stories and forcing me to look for them. Upon revisiting the material, I found myself *wanting* to find and connect the ideas spread across the stories and the book. Clever, and more effective than giving me a list to memorize. During retrieval practice, I actually started remembering some of the advice from the stories, moreso than from the explicit recommendations.4) Change the material BEFORE you’ve mastered it in that sessionWhat are they trying to teach me? Sometimes before they “got to the point”, they switched to yet another story (!)This made me really focus on connecting what I read previously to what I was currentl reading.Thankfully, the chapters often end with a “Takeaways” section.RELATE IT TO WHAT I ALREADY KNOW:I consider this book (MIS) a valuable complement to What Smart Students Know by A. Robinson (WSSK).WSSK tells you in much greater detail what to do while you are a matriculating student i.e. how to approach the conventional schooling process, how to assess class/book structure, how to relate the material to what you’ve learned, what specifically you should during the pre-study, study and post-study periods.MIS does present specific study methods but it also presents the bigger picture of learning: Why the “learn via re-reading” intuition is wrong, yet feels right. Why the “learn via struggling” process is right, yet feels wrong.In general,WSSK fully develops the terse advice of MIS p207: Elaborate/question/interpret what you’re readingMIS fully develops the terse advice WSSK p118: Quiz yourself Periodically.Both are excellent resources for improving your habits for studying from books.Personally, the advice in this book is worth far more than the cost of $21, and a few hours of reading, reflection and note-taking that I paid for it. I do recommend you buy it and apply its principles, even to itself.
Jeremey Donovan –
Finally a learning book based on science!
Summary of the key concepts in the book:Conventional Wisdom: Make learning easyBest practice: Design learning with desirable difficultiesDiscussion: âLearning is deeper and more durable when it is effortful.â âDifficulties that elicit more effort and that slow down learning⦠will more than compensate for their inconvenience by making the learning stronger, more precise, and more enduring. Short-term impediments that make for stronger learning have come to be called desirable difficulties.â âDonât assume you are doing something wrong if the learning feels hard.â âNot all difficulties in learning are desirable ones. Anxiety while taking a test seems to represent an undesirable difficulty.â Slow down to find meaning. Always read prior to the lecture. âTraining has to be engaging in order to hold employeesâ attention.âConventional Wisdom: Concentrate on one topic at a time (aka. massed practice)Best practice: Interleave different but related topicsDiscussion: âLearning from interleaved practice feels slower than learning from massed practice.â While interleaving can impede performance during initial learning (tests taken immediately after exposure), interleaving has been show to boost âfinal test performance by a remarkable 215 percent.â In addition, âcommonalities⦠learned through massed practice proved less useful than the differences ⦠learned through interleaving.â âIn interleaving, you donât move from a complete practice set of one topic to go to another. You switch before each practice is complete⦠You need to shuffle your flashcards.âConventional Wisdom: Reread material multiple times and in close successionBest practice: Space repetitionDiscussion: âRepetition by itself does not lead to good long-term memory⦠It makes sense to reread a text once if thereâs been a meaningful lapse [at least a day in between] since the first reading.â âThe increased effort required to retrieve the learning after a little forgetting has the effect of retriggering consolidation, further strengthening memory.â âDesign quizzing and exercises to reach back to concepts and learning covered earlier in the term, so that retrieval practices continues and the learning is cumulative.â Spiral upward at increasing levels of difficulty with each re-exposure.Conventional Wisdom: Reread to lock-in knowledgeBest practice: Focus on effortful recall of facts or concepts or events from memory (aka. Retrieval practice)Discussion: âRetrieving knowledge and skill from memory should become your primary study strategy in place of rereading.â There are many methods of retrieval practice. Elaboration, expressing new material in your own words and connecting it with what you already know to find new layers of meaning, for instance by writing daily summaries, is the most effective. Moreover, âcultivating the habit of reflecting on onesâ experiences, of making them into a story, strengthens learning.â Essays and short answer tests are the next most effective durable learning strategies because they involve âGeneration⦠an attempt to answer a question⦠before being shown the answerâ, followed by practice with flash cards, reflection, and, least effective though still useful, multiple choice or true/false questions. To foster this, convert main points into questions to answer during subsequent studying rather than (or in addition to) highlighting and underling,Conventional Wisdom: Conduct pop-quizzes and high-stakes post-testing with a goal toward errorless resultsBest practice: Conduct frequent, predictable, low-stakes testing (including pre-testing)Discussion: âTrying to solve a problem before being taught the solution leads to better learning, even when errors are made in the attempt.â In fact, âmaking mistakes and correcting them builds the bridges to advanced learning.â In addition, frequent quizzing â especially when quizzes are announced in advance – actually reduces learner anxiety. With respect to anxiety, the peak-end rule applies; people judge experiences based on how they were at the peak and at the end. Appreciate that âerrors are a natural part of learning.â âMake quizzing and practice exercises count toward the course grade, even if for very low stakes.â Set âclear learning objectives prior to each class.âConventional Wisdom: Match instructional style to each learnerâs preferenceBest practice: Match instructional style to the nature of the contentDiscussion: While people do have preferred learning styles (ex: visual, auditory, kinesthetic, tactile), empirical research does not support the notion that learning in your preferred style leads to superior outcomes. âWhen instructional style matches the nature of the content, all learners learn better, regardless of their differing preferences for how the material is taught.âConventional Wisdom: MemorizeBest practice: Extract underlying principles (aka ârule learningâ and âstructure buildingâ)Discussion: âIt is better to solve a problem than to memorize a solution.â âMnemonic devise are sometimes discounted as tricks of memory, not tools that fundamentally add to learning, and in a sense this is correct. The value of mnemonics to raise intellectual abilities comes after mastery of new material.âConventional Wisdom: Learn abstract conceptsBest practice: Learn using methods and examples that are concrete and personalDiscussion: âThe kind of retrieval practice that proves most effective is one that reflects what youâll be doing with the knowledge later. Itâs not just what you know, but how you practice what you know that determines how well the learning serves you later.â Simulations and role-playing are excellent techniques. âDifficulties that donât strengthen the skills you will need, or the kinds of challenges you are likely to encounter in the real-world application of your learning, are not desirable.â âPractice like you play, because you will play like you practice.â âSustained deliberate practice⦠[is] goal-directed, often solitary, and consists of repeated striving to reach beyond your current level of performance.âConventional Wisdom: Read without pausingBest practice: Spend 40% of time reading and 60% of time âlooking up from the material and silently recitingâ what it contains.Conventional Wisdom: Provide immediate feedbackBest practice: Delay feedbackDiscussion: âDelaying the feedback briefly produces better long-term learning than immediate feedback.â That said, receiving immediate corrective feedback is better than receiving no feedback at all.Conventional Wisdom: Review all concepts equallyBest practice: Disproportionately focus on the least familiar material (aka dynamic testing)Discussion: To increase frequency of practice on less familiar material without completely ignoring the most familiar material, use the Leitner box method. âThink of it as a series of four file-card boxes. In the first are the study materials⦠that must be practices frequently because you often make mistakes in them. In the second box are the cards youâre pretty good at, and that box gets practiced less often than the first, perhaps by half. The cards in the third box are practiced less often than those in the second box, and so on.âConventional Wisdom: Accept that IQ is fixedBest practice: Focus on mindsetDiscussion: âAverage IQs have risen over the past century with changes in living conditions… IQ is a product of genes and environmentâ including increased stimulation, nurturing, nutrition âOne difference that matters a lot is how you see yourself and your abilities. As the maxim goes, âWhether you think you can or you think you canât, youâre right.ââ Adopt a growth mindset rather than a fixed mindset; âconsider your expertise to be in a continuing state of development.â âSuccess is less dependent on IQ than on grit, curiosity, and persistence.â Knowledge is a foundational element of creativity, critical thinking, and application. âThe upper limits of your performance on any cognitive or manual skill may be set by factors beyond your control, such as you intelligence and the natural limits of your ability, but most of us can learn to perform nearer to our full potential in most areas by discovering our weaknesses and working to bring them up.â âAchieving expertise in any field if particular to that field⦠The central idea here is that expert performance is a product of the quantity of and the quality of practice, not of genetic predisposition, and that becoming expert is not beyond the reach of normally gifted people who have the motivation, time, and discipline to pursue it.âConventional Wisdom: Trust your own sense of masteryBest practice: Calibrate your judgmentDiscussion: âCalibration is the act of aligning your judgments of what you know and donât know with objective feedback so as to avoid being carried off by the illusions of mastery that catch many learning by surprise at test time.âNote: This book practices what it preaches with lots and lots of repetition. The authors are up-front about that but it does get well… repetitive.
Cole –
engaging and fun
This book is easy to understand and simple to apply. I enjoyed the stories of real life application. My previous understanding of learning has been turned right side up
Antonios Paraschakis –
A knowledge multiplier manual
5 stars easy. Provides new perspectives on learning in a very comprehensible way. Valuable and numerous tips are also available. A book that should be read (the second time) according to how it suggests that a book should be read. It will stick with you for long. If the topic attracts you, no reason to hesitate.
Giancarlo Ronchi –
Libro mastro sui metodi di studio efficaci ed efficienti !! Da avere assolutamente
Hemp –
Best book on learning I have read! It took me several attemps (i.e. reading other books) to find this jewel but was totally worth it. The love put in by the authors permeates every page of it.
Arvind Prasad –
There are no dislikes to start with. This book is a work of two scientists who have researched learning. Our learning is schools is rote, which is the worst form of learning. Rote learners will stop learning after college. Why? There are no exams. This book shows how to build a learning habit for life. Once we learn how to learn we don’t stop. Are the learning strategies discussed useless in academic environment, no? It actually turns you into an effective learner. Those out of college will get a lot from this. It discusses case studies andethods that professionals use to learn and be productive. It is all about hardwork? It’s all about smartwork and understanding how humans learn.
Subrat Ojha –
Just started reading this book. I find it quite a revelation and interesting experience.
Cliente de Kindle –
Desde que la OCDE viene aplicando sus exámenes PISA ha habido un vacÃo en técnicas de aprendizaje eficaces y eficientes. Make it stick colabora, con mucho, a llenar ese vacÃo.