Deans' stroke musings

Changing stroke rehab and research worldwide now.Time is Brain!Just think of all the trillions and trillions of neurons that DIE each day because there are NO effective hyperacute therapies besides tPA(only 12% effective). I have 493 posts on hyperacute therapy, enough for researchers to spend decades proving them out. These are my personal ideas and blog on stroke rehabilitation and stroke research. Do not attempt any of these without checking with your medical provider. Unless you join me in agitating, when you need these therapies they won't be there.

What this blog is for:

Shortly after getting out of the hospital and getting NO information on the process or protocols of stroke rehabilitation and recovery I started searching on the internet and found that no other survivor received useful information. This is an attempt to cover all stroke rehabilitation information that should be readily available to survivors so they can talk with informed knowledge to their medical staff. It's quite disgusting that this information is not available from every stroke association and doctors group.
My back ground story is here:

Wednesday, March 15, 2017

The Very Best Learning Method Is Not Taught To Students Or Teachers

Would this also apply to relearning movements impacted by your stroke? We'll never know.
The one learning technique which works best is the one that students use the least.
Spreading out learning over time is one of the most effective strategies.
So-called ‘distributed practice’ means breaking up learning into short sessions.
People learn better when they learn in these short sessions spread over a long period of time.
The reverse — cramming in a short space of time — doesn’t work that well.
Despite this, distributed practice is very infrequently used by students and may not be highlighted as a top strategy to them by teachers.
Instead, students tend to use highly inefficient methods such as highlighting, summarising, underlining and re-reading.
One technique that is effective — which students do sometimes use — is testing.
Professor John Dunlosky, one of the study’s authors, said:
“I was shocked that some strategies that students use a lot — such as rereading and highlighting — seem to provide minimal benefits to their learning and performance.
By just replacing rereading with delayed retrieval practice, students would benefit.”
Professor Dunlosky continued:
“These strategies are largely overlooked in the educational psychology textbooks that beginning teachers read, so they don’t get a good introduction to them or how to use them while teaching.”
The frightening thing is that we have known about the power of distributed practice for over a hundred years, and yet people continue to study by cramming.
The study was published in the journal Psychological Science in the Public Interest (Dunlosky et al., 2013).

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