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5 Strategies for Better Learning [INFOGRAPHIC]

Teachers are constantly looking for innovative ways to engage students in the classroom. As a result, new technologies are being introduced into the formal education setting that have opened doors in regards to the methods that a student is presented (and learns) new information.

For many educational institutions, the latest trends involve blended learning and flipped classrooms, but these are just concepts, and lack specifics (unless you look for them). So what else can you do?

Well, the infographic below, originally created by ExamTime, details five specific ways for educators to better engage their students in the classroom.

Some of these may be familiar already, but what is most fascinating are some of the facts that back-up the strategies.

For example, I found it quite intriguing that 65% of students today are projected to end-up in jobs that are not even created yet! As such, it is even more important that educators find ways to teach students in a manner that will benefit them in the future across a variety of situations.

One area that I personally believe can be emphasized more is the awareness of the “digital-self” – that is, the tangible repercussions of online behavior. Classrooms are the perfect conduit for this type of learning (and we are seeing it more and more).

Today’s learner is always connected, via smartphones, tablets, and computers. The opportunity for implementing modern learning practices is prime. If you are an educator, be it for grade-school or higher-ed, the five strategies outlined below may be of use.

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About the Author:

Justin Ferriman is the Founder of LearnDash, a WordPress based LMS and Learning Strategy provider. He also works as a Learning & Collaboration Consultant where he implements large-scale training programs for Fortune 500 companies.

5 Comments
  1. Pete Laberge

    Interesting thing. Too bad sources and actual raw data are not stated. What sample sizes? How many studies? Neutral or biased?
    Example: “More time and places to study”.
    46%, bed before sleep
    52%, bed after waking
    55%, waiting in line
    74% while travelling
    First: What does this mean? 46% bed before sleep WHAT? WHY? WHEN? HOW? WHO?
    46% more time? 46% more retention? 46% more bedbugs?

    And percent means out of 100. Out of 100 WHAT? What is your base line? 46% of 5 mins, is nothing. But 46%, of 5 hours at one time, is something. But you NEED a base to compare to. Else you can say anything you want, and it might not be true, or assumptions could be made that could be wrong. ALSO: Without telling us the unit of measurement, time in hours, or amount read, or amount retained, or whatever, the % itself is useless. And the % would vary considerably from test group to test group. Why? Because of external variables. 46% of nothing, is nothing. 46% of a pizza is something, but what is the size of the pizza?

    SO: 55% waiting in line? These are grade school kids? high school kids? college students? university students? graduated adult learners? There would be one HELLA difference between them … in where they were in line, for how long, doing what, how much attention they had time to spare, etc. Your graphic, is lovely and attention getting, but communicates no real information. I only come to the conclusion that you posted something clever but meaningless, and also, that people may be spending too much time in line….

    Which makes no sense for the modern young kids. Wait in line? THEM? They do everything On-line. (Where they probably waste more time than they would, in-line, dealing with a real live human being… And dealing with real people can be invaluable. I have learned by experience.)

    And: “74% while travelling.” Really? Whom is travelling? Where? When? How often? How far? For how long a time period? Why? How are they travelling? All those factors would have an incredible effect on things like: What they could or could not do. And what, assuming they were reading or listening to something, they might understand, or retain, or be able to use. In the old days, with real books that you owned, you could, if you were only allowed to, get a fair bit of reading done. But people were more courteous back then.

    On a school bus, in the wee hours of the morning, in mid-winter, with bad heat, and all the other students around talking…. For a 20 minute ride. Maybe they could read part of a story for English. Or some Coles History Notes. They would likely retain that. They will have no use for it, later on in life, though! But calculus, trig, or algebra? I doubt they could get much, other than read some theory or examples. Worthwhile yes, but limited. (Especially since all three of those subjects require you to not merely read about an equation, but to actually, solve a few, preferably in writing. The mental gymnastics are what teach you. The writing, is the “learn by doing” part.) Now whether they will make any use of trig or calculus later on in life, well that, is unknowable. They could read a bit of business, bookkeeping, or accounting theory. But they will likely not be able to practice any of it. (Again, bookkeeping, MUST be practiced, and done. Debit this, credit that. Calculate this average cost. Do a trial balance.) All depends on the travel variables. And if they are driving! Whoah!

    Now change the ride time to one, 60 minute, uninterrupted ride, and much more can be done….. (The small increment of a few added minutes yields benefits out of proportion.) Of course, this will depend a lot on how comfortable, noisy, and crowded the environment is. And whether they have any place to open a notebook/pad, or workbook. A cell phone, they might watch a video on. Or read an email. A tablet, they can read some stuff, PDF’s. Maybe a video. If the battery is charged. If they have place to unlimber it safely. A laptop? Better have good conditions. You can’t afford to drop too many $3000 MacBooks. AND: If you can afford that, you probably are not on the bus! A cheap 800 IBM Clone laptop? Less risky. But your school probably will not use them. What will do you do with it the rest of the day?

    I could disagree with many other things too. “We retain how much of what and how”. Hum. That would depend on things like learning styles, and other factors….
    CONSIDER:
    I can read something very fast, skimming over junk. Getting the gist. Highlighting what is important (if I have the means.) Most videos bore me. As do presentations. Because they are poorly done. And I do not have that kind of mind or memory. Read and do, is my style.
    BUT:
    My friend Chris, has 20% vision in one eye. Reading is a long, hard, difficult, expensive affair for him. He’d love one of those big print readers. Not in the cards, too costly. His computer does read to him, email and such. In a robot voice. Boring to tears. Luckily, he is the type that can retain by listening, since of course, he writes nothing down! Prezis and Powerpoints mean little. Unless someone is there to read it to him, and explain the pictures. Videos mean little. He only can access the audio part. He does any basic math he needs in his head. No choice. Much experience! And a gift of memory. And even then… There are limits.
    CASE 2:
    Now years ago, my friend Ondre…. Was 100% blind. He struggled to learn and use touch Braille. But he was UBER GIFTED in math. In fact, that is what he studied at university. Of course, graphs, tables, and charts were a problem. Especially the graphs. He could not see them. He could not draw them. I recall sitting in the library. He took off his shirt. I was trying to draw graphs on the skin of his back. Some people complained. I told them where to go. Guess where? I drew a few simple ones for him, at his direction, homework he had to hand in. The professors grilled me, claiming I was doing my friend’s homework. Then they complained that the quality was not good. Hey! I said: He’s the Math student, I am in Commerce. I am drawing at his direction! What were you looking for, something done by Da Vinci? They howled with laughter, Then admitted that the work was his, the hands and eyes were mine. I was a mere, imperfect, tool.

    I could go on. You have a good idea. But you leave out a lot. Maybe I have inspired you or made you think some more. If so, that was my goal.

    • Hi Pete-
      Thanks for the note, you certainly bring up some valid points. Note that I am not the author of this infographic, nor the curator of the data included in this infographic (please see blog post). If you have questions regarding the data and presentation, I would recommend contacting the original creator (ExamTime).

  2. Susan

    Your infographic is compelling but half of your website resources are not real websites.
    Wouldn’t it be better to leave those off therefore not damaging your credibility?
    Needless to say, I found your infographic useful.

    • Hi Susan-
      Thanks for the note. Our blog often shares infographics and studies done by others in our industry as it helps spark conversation and keep people up-to-date with different thoughts and theories (so with that intended purpose, this post has proved useful). Naturally, it’s up to others to infer what they wish from the data presented.

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