Today students are not being provided with the correct recourses to be giving them the highest level of education possible and they are being left behind in their educational system. Easy-to-use techniques are being used to provide students with reaching their academic learning goals and to help this “educational crisis.” In Dunlosky’s response paper there are ten techniques that were focused on, analyzed, and attempted to help learning and too see what technique is most affective for kids. The ten techniques in this article include, elaborative interrogation, self-explanation, summarization, highlighting/ underlining, the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice.
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This is a very common behavior that many people use. This technique is appealing to students because it easy to use and it isn’t as time consuming as other techniques. But many question if this technique actually helps a student learn. To test this strategy students were split up into three groups: a control group, an active-highlighting group, or a passive-highlighting group. They gave the students 1 hour to complete the reading and the tasks they were assigned to do, and then were giving a multiple-choice test to see the outcome of reading the text verses highlighting. Results showed that students that highlighted or underlined the text did not outperform the students that just read the text. With the available evidence, we rate highlighting and underlining as having low utility. With the research proven highlighted does little to enhance a student’s performance. Future research should focus more on how to teach students how to highlight more effectively because students are continually using this technique without any positive …show more content…
I was surprised when I read that there was no positive outcome on this technique. I personally use this strategy as a way to point out key terms and concepts of text that I need to remember. Its also nice when you need to go back into the text, its easier to find what you are looking for. Although this technique was shown to have no positive outcome, I’m still going to use it because strategies have a different outcome on people and the effectiveness is going to differ from person to person. I would say my personal experience with this technique was inconsistent with the research findings because I personally think that I perform at a higher level when I take the time to highlight/underline and mark up the text. Rereading is another technique that is used to reread the text while enhancing encoding information. Researchers found that rereading and then taking a test does not have any positive or negative correlation. There is no improvement when someone rereads and takes a test and there is a small amount of improvement when the test taker is warned prior to taking the test. Rereading is rated to have a low utility; there is no research that has proven to increase education levels. In some cases rereading can make the comprehension of the text less clear and memories can become more confusing while taking a
This is a very common behavior that many people use. This technique is appealing to students because it easy to use and it isn’t as time consuming as other techniques. But many question if this technique actually helps a student learn. To test this strategy students were split up into three groups: a control group, an active-highlighting group, or a passive-highlighting group. They gave the students 1 hour to complete the reading and the tasks they were assigned to do, and then were giving a multiple-choice test to see the outcome of reading the text verses highlighting. Results showed that students that highlighted or underlined the text did not outperform the students that just read the text. With the available evidence, we rate highlighting and underlining as having low utility. With the research proven highlighted does little to enhance a student’s performance. Future research should focus more on how to teach students how to highlight more effectively because students are continually using this technique without any positive …show more content…
I was surprised when I read that there was no positive outcome on this technique. I personally use this strategy as a way to point out key terms and concepts of text that I need to remember. Its also nice when you need to go back into the text, its easier to find what you are looking for. Although this technique was shown to have no positive outcome, I’m still going to use it because strategies have a different outcome on people and the effectiveness is going to differ from person to person. I would say my personal experience with this technique was inconsistent with the research findings because I personally think that I perform at a higher level when I take the time to highlight/underline and mark up the text. Rereading is another technique that is used to reread the text while enhancing encoding information. Researchers found that rereading and then taking a test does not have any positive or negative correlation. There is no improvement when someone rereads and takes a test and there is a small amount of improvement when the test taker is warned prior to taking the test. Rereading is rated to have a low utility; there is no research that has proven to increase education levels. In some cases rereading can make the comprehension of the text less clear and memories can become more confusing while taking a