Importance of struggling in learning - Revision history

Issa Rice: /* External links */

2020-02-01T09:58:30Z

External links

← Older revision		Revision as of 09:58, 1 February 2020
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	* https://news.ycombinator.com/item?id=18582013		* https://news.ycombinator.com/item?id=18582013
	* Hiebert & Grouws. [https://pdfs.semanticscholar.org/3b2e/2aabd07c64bb65408a3891902be4b7277cd6.pdf "The Effects of Classroom Mathematics Teaching on Students' Learning"] 2007. p. 387		* Hiebert & Grouws. [https://pdfs.semanticscholar.org/3b2e/2aabd07c64bb65408a3891902be4b7277cd6.pdf "The Effects of Classroom Mathematics Teaching on Students' Learning"] 2007. p. 387
			* https://matheducators.stackexchange.com/questions/875/what-does-math-education-research-know-about-difficulty-vs-effectiveness

Issa Rice: /* External links */

2019-05-24T10:48:26Z

External links

← Older revision		Revision as of 10:48, 24 May 2019
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	* "I strongly suspect the seeming cognitive ease was masking actually grappling with what is being said in the earlier versions of the statement." [https://www.hedonisticlearning.com/posts/the-pedagogy-of-logic-a-rant.html]		* "I strongly suspect the seeming cognitive ease was masking actually grappling with what is being said in the earlier versions of the statement." [https://www.hedonisticlearning.com/posts/the-pedagogy-of-logic-a-rant.html]
	* https://news.ycombinator.com/item?id=18582013		* https://news.ycombinator.com/item?id=18582013
			* Hiebert & Grouws. [https://pdfs.semanticscholar.org/3b2e/2aabd07c64bb65408a3891902be4b7277cd6.pdf "The Effects of Classroom Mathematics Teaching on Students' Learning"] 2007. p. 387

Issa Rice: /* External links */

2019-02-01T01:59:09Z

External links

← Older revision		Revision as of 01:59, 1 February 2019
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	* "Before proceeding further, we need to emphasize the importance of the word ''desirable''. Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]		* "Before proceeding further, we need to emphasize the importance of the word ''desirable''. Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]
	* "I strongly suspect the seeming cognitive ease was masking actually grappling with what is being said in the earlier versions of the statement." [https://www.hedonisticlearning.com/posts/the-pedagogy-of-logic-a-rant.html]		* "I strongly suspect the seeming cognitive ease was masking actually grappling with what is being said in the earlier versions of the statement." [https://www.hedonisticlearning.com/posts/the-pedagogy-of-logic-a-rant.html]
			* https://news.ycombinator.com/item?id=18582013

Issa Rice: /* External links */

2019-01-12T02:45:52Z

External links

← Older revision		Revision as of 02:45, 12 January 2019
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	* Brown et al.'s ''Make It Stick'' has a section called "Undesirable Difficulties" that contrasts desirable vs undesirable difficulties.		* Brown et al.'s ''Make It Stick'' has a section called "Undesirable Difficulties" that contrasts desirable vs undesirable difficulties.
	* "Before proceeding further, we need to emphasize the importance of the word ''desirable''. Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]		* "Before proceeding further, we need to emphasize the importance of the word ''desirable''. Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]
			* "I strongly suspect the seeming cognitive ease was masking actually grappling with what is being said in the earlier versions of the statement." [https://www.hedonisticlearning.com/posts/the-pedagogy-of-logic-a-rant.html]

Issa Rice: /* External links */

2018-12-14T01:06:30Z

External links

← Older revision		Revision as of 01:06, 14 December 2018
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	* [https://wiki.lesswrong.com/wiki/Meditation Meditation] page on LessWrong Wiki: "Noting your prior reaction to the meditation-prompt is particularly important because conclusions about rationality often sound obvious in retrospect, making it hard for people to visualize the diff between "what I thought before" and "what I thought afterward". Explicitly knowing this difference is important to learning and memory formation."		* [https://wiki.lesswrong.com/wiki/Meditation Meditation] page on LessWrong Wiki: "Noting your prior reaction to the meditation-prompt is particularly important because conclusions about rationality often sound obvious in retrospect, making it hard for people to visualize the diff between "what I thought before" and "what I thought afterward". Explicitly knowing this difference is important to learning and memory formation."
	* Brown et al.'s ''Make It Stick'' has a section called "Undesirable Difficulties" that contrasts desirable vs undesirable difficulties.		* Brown et al.'s ''Make It Stick'' has a section called "Undesirable Difficulties" that contrasts desirable vs undesirable difficulties.
	* "Before proceeding further, we need to emphasize the importance of the word desirable . Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]		* "Before proceeding further, we need to emphasize the importance of the word ''desirable''. Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]

Issa Rice at 01:06, 14 December 2018

2018-12-14T01:06:11Z

← Older revision		Revision as of 01:06, 14 December 2018
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	* [https://wiki.lesswrong.com/wiki/Meditation Meditation] page on LessWrong Wiki: "Noting your prior reaction to the meditation-prompt is particularly important because conclusions about rationality often sound obvious in retrospect, making it hard for people to visualize the diff between "what I thought before" and "what I thought afterward". Explicitly knowing this difference is important to learning and memory formation."		* [https://wiki.lesswrong.com/wiki/Meditation Meditation] page on LessWrong Wiki: "Noting your prior reaction to the meditation-prompt is particularly important because conclusions about rationality often sound obvious in retrospect, making it hard for people to visualize the diff between "what I thought before" and "what I thought afterward". Explicitly knowing this difference is important to learning and memory formation."
	* Brown et al.'s ''Make It Stick'' has a section called "Undesirable Difficulties" that contrasts desirable vs undesirable difficulties.		* Brown et al.'s ''Make It Stick'' has a section called "Undesirable Difficulties" that contrasts desirable vs undesirable difficulties.
			* "Before proceeding further, we need to emphasize the importance of the word desirable . Many difficulties are undesirable during instruction and forever after. Desirable difficulties, versus the array of undesirable difficulties, are desirable because they trigger encoding and retrieval processes that support learning, comprehension, and remembering. If, however, the learner does not have the background knowledge or skills to respond to them successfully, they become undesirable difficulties." [https://teaching.yale-nus.edu.sg/wp-content/uploads/sites/25/2016/02/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-2011.pdf (Bjork and Bjork)]

Issa Rice at 20:06, 11 November 2018

2018-11-11T20:06:16Z

← Older revision		Revision as of 20:06, 11 November 2018
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	* "Struggling is important/essential for understanding" view: Some [[explainer]]s may take this view to cover up their bad explanations. e.g. a teacher may say "being confused is important for learning" to cover up their bad teaching, or to have an excuse for not improving as a teacher.		* "Struggling is important/essential for understanding" view: Some [[explainer]]s may take this view to cover up their bad explanations. e.g. a teacher may say "being confused is important for learning" to cover up their bad teaching, or to have an excuse for not improving as a teacher.

	One question I have is this: what percentage of the "good kind" of struggling is related to [[List of terms related to generation\|trying to generate the answers yourself]] (vs some other kinds of struggling, like being plain confused, or confused about ambiguous phrasing, or whatever)? In other words, obviously generation results in struggling (you actually have to do work, not just passively consume!), but what can we say about the converse?		One question I have is this: what percentage of the "good kind" of struggling is related to [[List of terms related to generation\|trying to generate the answers yourself]] (vs some other kinds of struggling, like being plain confused, or confused about ambiguous phrasing, or whatever)? In other words, obviously generation results in struggling (you actually have to do work, not just passively consume!), but what can we say about the converse? Can we characterize "the good kind of struggling" as a certain type of generation?

	==See also==		==See also==

Issa Rice at 20:05, 11 November 2018

2018-11-11T20:05:18Z

← Older revision		Revision as of 20:05, 11 November 2018
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	* "Struggling is important/essential for understanding" view: Some [[explainer]]s may take this view to cover up their bad explanations. e.g. a teacher may say "being confused is important for learning" to cover up their bad teaching, or to have an excuse for not improving as a teacher.		* "Struggling is important/essential for understanding" view: Some [[explainer]]s may take this view to cover up their bad explanations. e.g. a teacher may say "being confused is important for learning" to cover up their bad teaching, or to have an excuse for not improving as a teacher.

	One question I have is this: what percentage of the "good kind" of struggling is related to [[List of terms related to generation\|trying to generate the answers yourself]] (vs some other kinds of struggling, like being plain confused, or confused about ambiguous phrasing, or whatever)?		One question I have is this: what percentage of the "good kind" of struggling is related to [[List of terms related to generation\|trying to generate the answers yourself]] (vs some other kinds of struggling, like being plain confused, or confused about ambiguous phrasing, or whatever)? In other words, obviously generation results in struggling (you actually have to do work, not just passively consume!), but what can we say about the converse?

	==See also==		==See also==

Issa Rice at 19:51, 11 November 2018

2018-11-11T19:51:19Z

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	* "Don't needlessly struggle" view: Some [[learner]]s may invoke this view as a way to slack off or have an excuse for not understanding something. e.g. a student may say "this explanation is confusing, and I shouldn't have to needlessly struggle" and then give up trying to understand the topic.		* "Don't needlessly struggle" view: Some [[learner]]s may invoke this view as a way to slack off or have an excuse for not understanding something. e.g. a student may say "this explanation is confusing, and I shouldn't have to needlessly struggle" and then give up trying to understand the topic.
	* "Struggling is important/essential for understanding" view: Some [[explainer]]s may take this view to cover up their bad explanations. e.g. a teacher may say "being confused is important for learning" to cover up their bad teaching, or to have an excuse for not improving as a teacher.		* "Struggling is important/essential for understanding" view: Some [[explainer]]s may take this view to cover up their bad explanations. e.g. a teacher may say "being confused is important for learning" to cover up their bad teaching, or to have an excuse for not improving as a teacher.

			One question I have is this: what percentage of the "good kind" of struggling is related to [[List of terms related to generation\|trying to generate the answers yourself]] (vs some other kinds of struggling, like being plain confused, or confused about ambiguous phrasing, or whatever)?

	==See also==		==See also==

Issa Rice at 19:47, 11 November 2018

2018-11-11T19:47:30Z

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	One axis along which [[explainer]]s seem to differ is their degree of belief in the '''importance of struggling in learning'''. Roughly speaking, the "two sides" are:		One axis along which [[explainer]]s (and also [[learner]]s) seem to differ is their degree of belief in the '''importance of struggling in learning'''. Roughly speaking, the "two sides" are:

	* "Don't needlessly struggle" view: a good explanation should be ''easy'' to process, and be as intuitive as possible. [[Aim low]] [http://lesswrong.com/lw/kh/explainers_shoot_high_aim_low/].		* "Don't needlessly struggle" view: a good explanation should be ''easy'' to process, and be as intuitive as possible. [[Aim low]] [http://lesswrong.com/lw/kh/explainers_shoot_high_aim_low/].