{"id":77016,"date":"2021-10-09T16:07:07","date_gmt":"2021-10-09T20:07:07","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=77016"},"modified":"2021-10-09T16:07:07","modified_gmt":"2021-10-09T20:07:07","slug":"talking-about-forgetting-with-students-harvard","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2021\/10\/09\/talking-about-forgetting-with-students-harvard\/","title":{"rendered":"Talking About Forgetting with Students [Harvard]"},"content":{"rendered":"

Talking About Forgetting with Students<\/strong><\/a> — from theeffortfuleducator.com by Blake Harvard<\/p>\n

Excerpt:<\/em><\/p>\n

Over the course of 24 hours, students are going to forget a lot of what we cover in class. So, when they show up to class and I provide a review, I shouldn\u2019t expect them to necessarily do too well. The students\u2019 mindset should not be \u2018I should be getting all of this correct\u2019, but \u2018let me see what I remember and what I don\u2019t so I better know what to review later\u2019. But that\u2019s not the mentality we approach most assessment opportunities with\u2026they\u2019re seen more as a \u2018gotcha\u2019 for students or, at least, students believe they\u2019re supposed to remember all of this because it\u2019s on the review.<\/p>\n

We need to work to change this mindset. Let the students in on the \u2018secret\u2019 of memory and forgetting. Tell them forgetting is normal and expected. And the reason we\u2019re doing these formative assessments is to simply indicate what you do remember and what you\u2019ve forgotten so future studying can be more efficient and effective.<\/strong><\/span><\/p><\/blockquote>\n

Also see:<\/em><\/span><\/p>\n