NEXT LEVEL COACHING - LEARNING = PERFORMANCE (PART 2)

                                          

After reading part 2 below, try your hand at developing a training activity that incorporates some of the things talked in this 2 part article series.

Either make up a completely new training actvitiy or make alterations to an existing training activity you already use.

Once completed then you can post in comments on my socials or send it to me via email or Messenger and I can give you some feedback on how you're tracking with this information.

• Massing practice = short term performance but poor retention
• Spacing practice = long term performance an greater retention
• New learning depends on prior learning so spacing learning optimally can enhance transfer of knowledge and provide a foundation for subsequent learning
• If you were to use block practice and take results pre and post session then you’ll retest great on that day but 10 days later you’ll won't be and you might even be lucky to reach that days baseline again
• This works the oppsoite but far nore successful way when using interleaving and random practice which will still retest as good as block practice post session anyway, but with far greater retntion 10 days later
• Block training that provides immediate improvement also rssults in the learner over predicting their long term retention and thus gives them a false sense of security of what they've actually learned
• Interleaving learners can predict their learning closer to what they end up retesting at
• Interleaving works for both motor skills and academic knowledge
• Interleaving also enhances inductive learning where in another study learners were asked to learn the styles of 12 artists based on a sample of 6 paintings by each artist shown interleaving style (72 total  paintings randomly) vs blocked style (6 painting by 1 artist at a time) and interleaving came out better again, with the thought being that they had to learn the differences and similarities among the styles of differnet artists
• Interleaving works better for long term learning from having to resolve the interference among different things that forces you to notice similarities and differences among them, resulting in the encoding of higher order representations which then foster both retention and transfer
• It also forces learners to reload memories so if you study point A/B/C/D/A in that order then once you make it back to A again, you must reload the original A memory and the more you reload, the more content you reload over time following the learn/forget/learn more/forget/learn more again process
• Anytime you look up, get told or get shown the answer to a problem which on prior knowledge you could mostly generate on your own, you rob yourself of a valuable learning oppurtunity
• Tests using retrieval is more effective long term than re-reading even when no feedback is given from the teacher
• Learning doesn’t happen by osmosis, by just reading and hearing things repeatedly
• Position tests as a vehicle for learning, not assessments as such, only formally every 3^rd test or so and then have the learners mark their "in-between" tests what then give simply give them feedback of on track, close and not close but no marking "stats"
• Tests have metacognitive benefits in terms of Identifying whether information has or has not been understood and/or learned

A training activity based off all of this coming Friday.