Thank you for your brief and easy-to-grasp presentation! Blocking practice is used in school despite all the evidence that Interleaving practice is much more helpful to memorize information better. It‘s important for students to know about interleaving when learning at home! I subscribed 👍
In interleaving there is instantaneous realations and application of information that you have learner. You learn best when you take out information out of your brain, more effort more learning .
Does this work well when learning something for the first time? I understand that it's related to practicing or revising but not when one is introduced to a new topic or concept.. so the word "study" mentioned in the video may not be the best one here.. Also, explanation of why this technique work may ( or may not ) in part be correct but there is definitely more to it than just working hard. But thank you for mentioning the facts about building strong paths in the brain by exerting effort and intensity. I think it's important to understand this .. also it's motivating and inspiring.
im not positive but i would guess that if you did that, you might notice connections between the 2 that would help you remember something. for example you might notice how a maths equation is similar to a frencch grammatical concept which would further consolidate the connection rather than the grammar knowledge being totally isolated knowledge, however, becaus they are very different disciplines, the connection would likely not be as strong as say comparing it to another language.
I'd like to see more real-world examples of how things are theoretically better to be interleaved, the distance of the subjects and so forth. One could say that, in a closer example, it's interesting to mix up dozen of _different aspects_ of "rivers", rather than a little bit of rivers, a little bit of plate tectonics, a little bit of quantum physics, a little bit of medieval poetry, or in-depth isolated aspects of rivers. Or yet, maybe you should "branch" somewhat aspects of one subject with those of marginally related subjects. Such as rivers, pollution, acidity, and how biology is affected. I don't know. My guess about neurological learning mechanisms is that one should avoid "blocking" to the point of mindless repetition of something stored in short memory, and rather try to link whatever is typically studied as an isolated block with some related stuff, perhaps directly related stuff. Bits of the "next lessons" in a typical textbook. Instead of AAAAAAAAA BBBBBBBBB CCCCCCCCC DDDDDDDDD topics, a progression more like, "AAABBCABCA AABBBCBCABC DDBCCABCABD".
Petitio Principii I’m thinking that interleaving needs the interleaved subjects to share some form of utility among each other. Say, you can learn chemistry and math interleavingly. This way you can use integration to solve chemistry problems. Or, you can branch the things you are doing within one subject, like studying how to do a 3-d animation, which required practice in modeling, creating shaders, textures, rigging, lighting, and animation itself.
I'm using the principles of interleaving in math instruction. Here's how I would respond to real world examples. When I was thinking about how to improve learning for my students, I wondered about how my students learned the things that they were already good at. If there is one thing that the large majority of people are good at is speaking in their native tongue. So how did they learn their native tongue. Did they learn how to greet people in the first week, then talk about the weather in the second week, then holidays and special occasions in the third week. No, as children learning a new language, we talk about everything all of the time. Some things are repeated daily (ex. food), and other topics of conversation may come up weekly (ex. certain chores or lessons). Children learn to speak and understand their world by moving from one topic to another constantly. I wanted to incorporate this into my math classes, so I now teach in very much the same manner as the way in which my students learned their mother tongue, by constantly reengaging their brains with previously learned concepts. Hope that helps?
@@fredkong6671 So you would be interleaving say calculus and linear algebra? The only problem I find when thinking of interleaving within a topic in math is that so much is based on previous knowledge. Yea skimming around is okay, but meaningfully attempting work in a later section without the previous ones rarely seems applicable
Thank you for your brief and easy-to-grasp presentation! Blocking practice is used in school despite all the evidence that Interleaving practice is much more helpful to memorize information better. It‘s important for students to know about interleaving when learning at home! I subscribed 👍
thank you! this video answered my question of WHY to do interleaving. great video 👏
In interleaving there is instantaneous realations and application of information that you have learner.
You learn best when you take out information out of your brain, more effort more learning .
..simplicity is always the key, great explanation thank you so much..
Great for learning technical topics or even programming languages that are often used together
Does this work well when learning something for the first time? I understand that it's related to practicing or revising but not when one is introduced to a new topic or concept.. so the word "study" mentioned in the video may not be the best one here.. Also, explanation of why this technique work may ( or may not ) in part be correct but there is definitely more to it than just working hard.
But thank you for mentioning the facts about building strong paths in the brain by exerting effort and intensity. I think it's important to understand this .. also it's motivating and inspiring.
is it necessary that the different topics are from the same category or can i learn math and french for example at the same time?
im not positive but i would guess that if you did that, you might notice connections between the 2 that would help you remember something. for example you might notice how a maths equation is similar to a frencch grammatical concept which would further consolidate the connection rather than the grammar knowledge being totally isolated knowledge, however, becaus they are very different disciplines, the connection would likely not be as strong as say comparing it to another language.
That sounds like Simon Clark speaking
In the brain, effort means Working Hard
Learning 3topics in same time.
can you not learn the different aspects within the one topic as you are learning many things at once as the definition suggests
It works very well for rote memorization but if someone is deep studying then it is not a good technique
go on
I'd like to see more real-world examples of how things are theoretically better to be interleaved, the distance of the subjects and so forth. One could say that, in a closer example, it's interesting to mix up dozen of _different aspects_ of "rivers", rather than a little bit of rivers, a little bit of plate tectonics, a little bit of quantum physics, a little bit of medieval poetry, or in-depth isolated aspects of rivers. Or yet, maybe you should "branch" somewhat aspects of one subject with those of marginally related subjects. Such as rivers, pollution, acidity, and how biology is affected. I don't know.
My guess about neurological learning mechanisms is that one should avoid "blocking" to the point of mindless repetition of something stored in short memory, and rather try to link whatever is typically studied as an isolated block with some related stuff, perhaps directly related stuff. Bits of the "next lessons" in a typical textbook. Instead of AAAAAAAAA BBBBBBBBB CCCCCCCCC DDDDDDDDD topics, a progression more like, "AAABBCABCA AABBBCBCABC DDBCCABCABD".
Petitio Principii I’m thinking that interleaving needs the interleaved subjects to share some form of utility among each other. Say, you can learn chemistry and math interleavingly. This way you can use integration to solve chemistry problems. Or, you can branch the things you are doing within one subject, like studying how to do a 3-d animation, which required practice in modeling, creating shaders, textures, rigging, lighting, and animation itself.
I'm using the principles of interleaving in math instruction. Here's how I would respond to real world examples. When I was thinking about how to improve learning for my students, I wondered about how my students learned the things that they were already good at. If there is one thing that the large majority of people are good at is speaking in their native tongue. So how did they learn their native tongue. Did they learn how to greet people in the first week, then talk about the weather in the second week, then holidays and special occasions in the third week. No, as children learning a new language, we talk about everything all of the time. Some things are repeated daily (ex. food), and other topics of conversation may come up weekly (ex. certain chores or lessons). Children learn to speak and understand their world by moving from one topic to another constantly. I wanted to incorporate this into my math classes, so I now teach in very much the same manner as the way in which my students learned their mother tongue, by constantly reengaging their brains with previously learned concepts. Hope that helps?
@@fredkong6671 So you would be interleaving say calculus and linear algebra?
The only problem I find when thinking of interleaving within a topic in math is that so much is based on previous knowledge. Yea skimming around is okay, but meaningfully attempting work in a later section without the previous ones rarely seems applicable
True!
Seeburn Manjistha
Inter who?
outer me