Make It Stick Quotes

“Blocked practice is not as effective as interleaved practice,”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“study more than one type at a time, so that you are alternating between different problems that call for different solutions.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Interleave the Study of Different Problem Types”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“This effort to reconstruct the learning makes the important ideas more salient and memorable and connects them more securely to other knowledge and to more recent learning. It’s a powerful learning strategy.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“interleave the study of two or more topics, so that alternating between them requires that you continually refresh your mind on each topic as you return to”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Anything you want to remember must be periodically recalled from memory.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Establish a schedule of self-quizzing that allows time to elapse between study sessions.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Spaced practice means studying information more than once but leaving considerable time between practice sessions.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Space Out Your Retrieval Practice”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“every time you work hard to recall a memory, you actually strengthen it. If you restudy something after failing to recall it, you actually learn it better than if you had not tried to recall it. The effort of retrieving knowledge or skills strengthens its staying power and your ability to recall it in the future.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Periodically practicing new knowledge and skills through self-quizzing strengthens your learning of it and your ability to connect it to prior knowledge. A habit of regular retrieval practice throughout the duration of a course puts an end to cramming and all-nighters. You will need little studying at exam time. Reviewing the material the night before is much easier than learning it.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Quizzing provides a reliable measure of what you’ve learned and what you haven’t yet mastered. Moreover, quizzing arrests forgetting. Forgetting is human nature, but practice at recalling new learning secures it in memory and helps you recall it in the future.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“When you read a text or study lecture notes, pause periodically to ask yourself questions like these, without looking in the text: What are the key ideas? What terms or ideas are new to me? How would I define them? How do the ideas relate to what I already know?”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“What does this mean? “Retrieval practice” means self-quizzing. Retrieving knowledge and skill from memory should become your primary study strategy in place of rereading.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Setbacks come with striving, and striving builds expertise. Effortful learning changes your brain, making new connections, building mental models, increasing your capability.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“conscious mnemonic devices can help to organize and cue the learning for ready retrieval until sustained, deliberate practice and repeated use form the deeper encoding and subconscious mastery that characterize expert performance.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“effortful learning changes the brain, building new connections and capability.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Humans remember pictures more easily than words. (For example, the image of an elephant is easier to recall than the word “elephant.”) So it stands to reason that associating vivid mental images with verbal or abstract material makes that material easier to retrieve from memory.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Humans remember pictures more easily than words.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“The central idea here is that expert performance is a product of the quantity and the quality of practice, not of genetic predisposition, and that becoming expert is not beyond the reach of normally gifted people who have the motivation, time, and discipline to pursue it.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“expert performance is thought to be garnered through the slow acquisition of a larger number of increasingly complex patterns, patterns that are used to store knowledge about which actions to take in a vast vocabulary of different situations.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“If doing something repeatedly might be considered practice, deliberate practice is a different animal: it’s goal directed, often solitary, and consists of repeated striving to reach beyond your current level of performance.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Failure, as Carol Dweck tells us, gives you useful information, and the opportunity to discover what you’re capable of doing when you really set your mind to it.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“our success is less dependent on IQ than on grit, curiosity, and persistence.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Emphasizing effort gives a child a rare variable they can control,” Dweck says. But “emphasizing natural intelligence takes it out of a child’s control, and it provides no good recipe for responding to a failure.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“if your goal is to increase your ability, you pick ever-increasing challenges, and you interpret setbacks as useful information that helps you to sharpen your focus, get more creative, and work harder.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Attitude counts for a lot.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“strategies or behaviors that can serve as cognitive “multipliers” to amp up the performance of the intelligence I’ve already got? Yes. Here are three: embracing a growth mindset, practicing like an expert, and constructing memory cues.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Space your testing, vary your practice, keep the long view.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“Frequent low-stakes quizzes in class help the instructor verify that students are in fact learning as well as they appear to be and reveal the areas where extra attention is needed. Doing cumulative quizzing, as Andy Sobel does in his political economics course, is especially powerful for consolidating learning and knitting the concepts from one stage of a course into new material encountered later.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning