Session 8 DEMO

14 student responses

Learning & Understanding What do students find clear or confusing?

Do you generally agree or disagree with the following statement?

“Today’s class helped me gauge where my understanding is strong and where gaps still exist.”

Several students identified gaps in scheduling retrieval practice and checking answers. Two questioned how checking answers fits retrieval practice; two others asked how far apart practice sessions should be.
Two students would check understanding by explaining how the study strategies work. One proposed giving a new example without notes; the other would explain each step in a study plan.
One student remained unsure how to distinguish forgetting from incomplete understanding. They wanted to clarify “how to tell if I forgot the material or never understood it in the first place.”

Explain retrieval practice to someone without my notes and see if I can give a different example.
Make a study plan using the two ideas, then check whether I can explain why each step belongs there.

whether looking at the answer after every attempt still counts as retrieval practice.
why spacing feels harder even when it's supposed to help me remember later.
how much time to leave between practice sessions when the test is only a few days away.
what counts as spacing if I practice twice on the same day.
how to tell if I forgot the material or never understood it in the first place.
whether rereading is ever useful or if I should stop doing it completely.
when to check an answer so I don't keep practicing something wrong.
how to use this for ideas that don't fit on a flashcard.

Several students saw immediate value in changing how they study. One described “Trying to recall before checking my notes”; another wanted to try the approach with a whole chapter.
Several students connected memory skills with the work they hope to do. A student interested in nursing valued remembering beyond exams and wanted more practice applying information to situations.
Two students struggled to connect word-list recall with their future goals. One could not see its relevance to developing design ideas; the other had hoped for more about business decisions.

The word-list task. I want to do design work, and I couldn't see how it would help me develop ideas.
Remembering lists of words was the hardest part to connect to running a business. I was hoping for more about making decisions.

Noticing the difference between recognizing something on the page and being able to explain it without the page.
Breaking studying into smaller sessions instead of doing it all the night before.
Trying to recall before checking my notes. I mostly reread now.

Useful for my other classes too.
I might work in education. Understanding why a student can recognize an answer but not explain it seems useful.
I want to go into nursing, so remembering information after the exam matters to me. I'd like more practice applying it to situations too.
I'm still figuring out what I want to do. I can see using this to study, but I haven't connected it to a future job.
I want to be able to explain things clearly at work. Answering without looking showed me where I was relying on the wording in my notes.
This fits what I need for studying. I would like to try it with a whole chapter instead of a short list.