#201 Wat elke docent zou moeten weten over leren leren

[Music] Hey, what's so great that you're listening to the podcast of the teaching lab? The place where you, as a teacher, mentor, coach, SLB, teacher, or other professional education, learn everything about the power of teaching and planning. I'm Laura, your guide in this journey. And I have a mission. All teachers in the Netherlands and Belgium help to effectively learn and plan so that they can get the best out of themselves. And yes, I would like to help you with that. In this podcast, we dive into the science and research on learning, learning and planning. I'm going to tell you the theory of practical tips that you can immediately apply in class. And so we make sure that the learning process becomes easier, more fun and successful for your students or students. Every week I inspire you not only, but I also give you the tools to really get into action. Because I believe that you can make the difference for your students. In addition to this podcast, I am also active on Instagram, where I share daily tips and inspiration to achieve our mission together. So let's start quickly, because there is so much to discover. I still live in a state of out of the car, because the last podcast I recorded in the car. Now again, because I just had a Porsche inspiration. And I think I can sit in the car and do nothing, but I can also share my inspiration and my ideas with you. Because seriously, I have been calling for a couple of years about the four effective learning strategies. And that they work for all students, but really seriously, I am surprised about that. 80% of the teachers and students do not know what they have to do in practice. Well, I think that's great. So I thought, you know what, I'll just make a podcast episode about the four effective learning strategies. How exactly it works, and then I will have a very nice work for it at the end of the day. Because yes, I will not be there if I don't share practical tips. So at this time, the four effective learning strategies. Well, let me first tell you that in recent years there has been a lot of research done to our brain. And has it made a huge progress, we always know better and better what works and how we learn. That is really nice, but the pity is that that information does not come in handy. Because it is very much in social language, it is not made practical, teachers and teachers do not have enough time to read the articles and research. What I understand, because it comes from the subject. So what I thought, I'm just going to read the research for you. I make the speech after practice, I share that with you, so that you can throw it in the subject. And this is available for all students, because I think that is the most important thing. Well, I had a very nice conversation with Bert Wienen yesterday, maybe you know him. He is an incredibly inspiring man who also does a lot of research, including education and how we can do that. But also about stress with young people. And yes, very inspiring man, very nice conversation with him. And we also talked a lot about how to act didactically. That the lessons are often very fun to be made, instead of that we... No, I'm not saying that right, we already talked about that, but I'm actually doing something different. Now I'm talking about it, but I think it's the right way to say it. But we talked about education. And that it is a different level, not only in the field, but also in the vocational education, if you are a vocational student. That the quality is so enormous, if you are studied and how curious you are about it. And I was quite surprised about that, but no, I'm not surprised, because I myself too. When I did the course myself, I even did the parlor, maybe you know it. Then, yes, very honestly, I had to cut a lot, had to do a lot of things. Well, I thought, what am I going to do here, but well, fine. And then I went to class, then I got a very nice laminated paper with me for a internship. Because I really liked it the most from my education. But I got the paper with me, and there were steps on the direct instruction model. You have to have a good goal, you have to activate the prerequisites, explain this. But there was nowhere what the prerequisites, how you have to activate those prerequisites in a good way. And what you need for that, and what tips and tools you can put in place to ask what we did last week. No one taught me that, at the internship, no one taught me that on the training. And I learned very carefully myself, so I went deep into it, and then I realized, OK, you have to do the prerequisites anyway, so that's not a question that I did last class. Because you are not at all to activate the prerequisites. No one really taught me why I had to activate those prerequisites. What you did, and what you do with your work, and how you can make hooks on the new material. When I read all kinds of literature, scientific research, there was an open world for me. But then I thought, yes, I read this now, because I find it interesting, I want to learn, grow, I like it. But not everyone does that, but why don't we learn this on the instructions? Because this is where it is about, this is where teaching is about. And I also find it weird that our students, our faculty students, say, also don't learn about those four effective teaching strategies. Because they are of crucial importance in your class, but also about how you learn. And it is really the skill that you have to learn, and it is not spontaneous to develop. And it is also not that you say, so you have to learn success, you really have to do that together. And you hear it in your room, but I am sometimes frustrated, agitated, that this is just not normal, or that this is not the standard. And of course I am also very happy with all the people who already do it. Don't forget our crazy teaching award, the top 8 and top 10 of the two categories we have. They are fanatical here in the classroom, and they try to inspire their colleagues, and spread the information, and the enthusiasm. And it is, I would say, the teacher-teacher-virus, or the teacher-lab-virus. And I find that completely crazy. But come on, boys, there just has to be more to come. Because it is such a shame that this does not happen. So that is why I thought, I know what I am going to do. I am going to record a podcast episode about those four effective teaching strategies. If you already know that, you can just send it to your colleagues, or listen to it yourself. Because we all know that recovery is the key. Then it will be well in your long-term care again. And that is what we want. We want the fabric to be well put in the long-term care. And that is why it is necessary that we take it back actively every time. Okay, that four effective teaching strategy. If you are ready, I am in any case, because we are going there. The first is to take it actively. And in scientific research, this comes forward as retrieval practice. And it is to take it actively from information from your long-term care. That is why it is important that you have to engrave, engrave, engrave, engrave and engrave. And that may feel a little difficult for you, for teachers. They have to have the idea that they might have forgotten a little bit themselves. And they really have to sit in between. So it must not be that you explain something and that teachers have to engrave and engrave at once. Or they have to retrieve. Because that is close to each other. And you can do this in all kinds of different ways. You can do this by giving yourself a white paper at the beginning of the lesson. And last time you talked about hunters and collectors. You asked a specific question. Write everything you know about hunters and collectors on this white paper. Then you do it quietly and there you have three minutes of time. Is everything ready? Let's go! It is just what you make of it, I also say. Because this is really a very good way to actively get the knowledge from my long-term care and the connections between the brain cells to make stronger. Very simple, not difficult. Learn, learn, it doesn't have to be difficult. You can just do that in this way. And this work form you call a free recall. Everything you know from your head on a white paper. And you are not going to prove to me that you don't have white papers in the class or that your teachers don't have any notes or letters. So this is a work form that you can always put in. And with which you are directly active and active and effective at learning. The second effective learning strategy is switch and hustle. And that is changing subjects and/or types of questions. And I'm going to go on like this, but first I want to share the English term with you. Because the English term for scientific research is interleaved practice. An interleaved practice is switch and hustle. Because I think it's easier to understand. And I haven't said that in this podcast episode yet. In the beginning of the course, when I started working with the four effective learning strategies I always shared the English term. But very often the questions came from how exactly it is. How do you have a Dutch name? How can I share this with teachers? So then I sat down and then I thought of Dutch names. Because it's incredibly important that you also share this in a low-level manner with your teachers, but also that you can keep it up yourself. Well, switch and hustle. Yes, yes guys, I know it's not completely Dutch. But it's switch and hustle. And so that's changing subjects and/or types of questions. And then I wanted to take you with me in an example. When I gave myself a lesson, I gave it to the Netherlands. On the language, whatever you want to call it. And then I was working with teachers, with the working class. And then they had to fill in the "high form" in the opposite time. At the beginning of the sentence, you see the whole working class. Then you see a sentence with an empty piece. And then the teachers had to fill in the "high form" in the opposite time. What did my teachers do? The teachers first wrote the whole work on every rule, -en. The stem. And then they went from the top to the bottom. TTTTTTTT. At the beginning you think, this is a very good exercise to practice the opposite time "high form" and the rule. But actually this was just a kind of filling exercise. Where teachers didn't necessarily have to think about it. While that is exactly incredibly important, if we have to learn about it. That you have to think actively. So, if we have to change the subject of the subject of type questions. Then it was important to put here in an assignment the "high form" in the opposite time, but also the "high form" in the whole time. And to change that, so that teachers had to think in every sentence. In what time is this, what rule money is here, where do I have to look? A fixed work order, is it a change in the work order? Well, you just call it that. Or, if there was, by the maker of this assignment, I said, chosen must be for an assignment in which I work in the opposite time. Because if you don't handle the whole time, then it seems difficult, I get it. In the opposite time, I, "high form", "I form", "he form" and "we form". So, three different forms. Because then the teachers also have to look in every sentence. Hey, who is this? One person or the other person is an echo of "he", which rule money. So, you have to constantly think about how it is already sitting. And that is what you want. That is also changing. Changing is not that you will first learn English for 10 minutes, then French for 10 minutes, and then Dutch again. I wouldn't advise that. Changing in your class, which you can also do in your class in Hussle, by design, which are related to each other, because that is important, because otherwise it is really too cumbersome. So, I just gave a few examples, you can use them, because that has to do with each other. But you are not going to suddenly talk to these assignments and put them into words. That is not the intention. So, changing is important. Even if we look at teachers, when they are teaching, often they first teach block A, or the first paragraph, then they go on to the next one. And so they do that every time in a fixed order. While you want them to do that in a different way, and constantly changing. Well, in my book, further on, I also get a lot of practical forms that connect to the four effective learning strategies. Because often it is not that you have one work form, and that it only connects to one effective learning strategy, often it connects to one or more. So it is not to say that, for example, the free recall that I just shared, that it does not connect to the other effective learning strategy. If you put it in the right way, then it can also connect to all effective learning strategies. Well, then we come to the third effective learning strategy. The third effective learning strategy is "sprite" in the time. "Spaced practice" in the angles. And "sprite" in the time, you already say that. Sprite in the learning moments in the time. And that is crucial, because if we look at the research of Herman Ebbinghaus and his "forget curva", he is going to research that. And he came to the conclusion that you have to do it at least three times. Because if you only do something once, then you are in no time. You have almost forgotten everything again. So it is important that you learn that more times. You can do that very simply in your lesson. I have shared it with you often. Three recall questions, so that it comes back every time. Questions about the previous lesson, last week and last month, because that's how the dust keeps coming back every time. I have had a teacher who said, "Oh, but then I just fill that up for every lesson." No, in every lesson you do other questions. And you don't have to think about those questions yourself. No, take the method with you. Look at what you have treated. Take a question there or an example question. Change the words or the numbers. And put that in. It really doesn't have to take much time. I am just the teacher of the practice. Lower the threshold, so that you can do it right away. Well, that was the third. And then the fourth effective learning strategy. Double in your brain and in the scientific world as dual coding. And that has everything to do with our tools. Our tools consist of two tools. And by talking about those tools, the dust comes into the brain twice. Well, the one tool codes the spoken and written language. While the other tool does that with birthday and pictures. So it's really the importance, the importance that you become the word and image will combine. And because of that, the dust, your dust, comes into the brain of the students, so that they can keep up with it better. And of course, we all know the language comparison. More than 1000 words. That is also true. Doesn't this make it too difficult? Doesn't it make it too complicated? Think about how you can do this in a simple way. How we don't have to be a painter. But I know for sure that this is what you... Well, what can really be helpful. And this can be done in a very different way. From small drawings on the word cards, the corneal method, making Schema's. You can't think of it that way. In my summer book, which I wrote last year, and which really was sold as crazy, I'll put that this year again, so that you can read in the summer holidays, and do some new ideas. So you don't have it yet. I'll put the link of the summer book here in the show notes of the podcast episode. And the most fun this year, you'll get a very nice gift for it. Wait! Back then it wasn't really summer, but I was full-fledged for you guys. And I made a crazy summer magazine. So click on the link, order the book, and get a summer magazine for free. With puzzle tips, new work forms, questions from you, which I answered in the magazine. Really, really fun to do. I think myself. Oh my God, I'm just talking about myself. Listen to this, and do you have the summer book, Less Gemak, I just don't know the title of my head. Our Eric. I'll put it in the show notes. Summer book, I'll put it there. Did you get the summer book last year? And do you think that summer magazine is also very fun? You can order it free, because you can order the summer magazine free. Then it just comes to your side. You can also see a little bit on your beach in the summer, the summer magazine of the Ligarlab. Well, I think this is it for now. I'm going to relax a little bit in the car, and you'll get hundreds and hundreds of new ideas for podcast broadcasts. Can you stay tired, but I know that you are very busy at the moment, but it's coming. It's coming well, it's coming all the way well, I say. For now, yes, thank you very much for listening. And I would say have a nice day. [Music]