Summary of Barbara Oakley, Beth Rogowsky & Terrence J. Sejnowski's Uncommon Sense Teaching

By IRB Media

Please note: This is a companion version & not the original book. Book Preview:

#1 The problem is not just with Katina, but with many of the students in the class. They seem to have an I can’t mentality in one or more subjects, and you worry that when it comes to state standardized tests, they will bring down the school’s average.

#2 When students are actively focusing on their learning, they are beginning the process of making connections between neurons. These connections start forming whether students are sitting in front of you in class, reading a book at home, or trying out their first lay-up in basketball.

#3 The brain’s information storage capacity is around a quadrillion bytes. This means that far more information can be stored in the brain than there are grains of sand on all the beaches and deserts of the world. The brain’s information storage and retrieval challenge is getting information into or out of memory.

#4 The types of neural connections that form in long-term memory are formed in working memory. These connections are difficult to make, and they need to be made in many places throughout the brain.

• Language: English
• Publisher: IRB Media
• Release date: May 9, 2022
• ISBN: 9798822510166

IRB Media

With IRB books, you can get the key takeaways and analysis of a book in 15 minutes. We read every chapter, identify the key takeaways and analyze them for your convenience.

Book preview

Insights on Barbara Oakley and Beth Rogowsky & Terrence J. Sejnowski's Uncommon Sense Teaching

Contents

Insights from Chapter 1

Insights from Chapter 2

Insights from Chapter 3

Insights from Chapter 4

Insights from Chapter 5

Insights from Chapter 6

Insights from Chapter 7

Insights from Chapter 8

Insights from Chapter 9

Insights from Chapter 10

Insights from Chapter 1

#1

The problem is not just with Katina, but with many of the students in the class. They seem to have an I can’t mentality in one or more subjects, and you worry that when it comes to state standardized tests, they will bring down the school’s average.

#2

When students are actively focusing on their learning, they are beginning the process of making connections between neurons. These connections start forming whether students are sitting in front of you in class, reading a book at home, or trying out their first lay-up in basketball.

#3

The brain’s information storage capacity is around a quadrillion bytes. This means that far more information can be stored in the brain than there are grains of sand on all the beaches and deserts of the world. The brain’s information storage and retrieval challenge is getting information into or out of memory.

#4

The types of neural connections that form in long-term memory are formed in working memory. These connections are difficult to make, and they need to be made in many places throughout the brain.

#5

Working memory is like an octopus that tosses a set of balls representing thoughts. These balls bounce around from front to back of the brain as long as you are holding the ideas in working memory.

#6

Retrieval practice is one of the best ways to strengthen neural links in long-term memory. It means drawing ideas you’re starting to learn from your own mind rather than simply looking at the answer.

#7

The process of studying is completely different for students who struggle with test-taking. They are only using their working memory to solve the problems, and not their long-term memory.

#8

The recall technique is a form of retrieval practice that allows students to test whether they’ve understood and can remember the key idea. It is a easy way to see whether the material is lodging in long-term memory, where it should be.

#9

The Jot Recall technique can