How does Long Term Learning Happen?

Interview One: Age: 19 Gender: Female

1. What is something that you have you have learned in the past that you still know and understand today?
Describe the place and your age when you learned this information.

I learned the rain cycle from our school gardener in second grade. I still remember it in detail today and
can explain it to others.

2. Describe the learning process and explain why you think you learned (remember) that information? For
example, if the learning took place in school what did the teacher do to help you learn?

We got to go to the garden, and we memorized a song about the rain cycle. We sang it every day and it
eventually got stuck in my head.

3. What particular study strategies did you use to learn this matter? Please describe any strategies or
experiences that might have helped you in this learning process. Do you find these strategies helpful in any
other learning situations?

There were movements that we had to do with the song. This made it easier for us to memorize the
words. This strategy is still helpful with learning new vocabulary words today. It is easier to
remember a definition if I can connect it with a hand signal or movement.

4. How did you know you were learning? Please provide evidence that told you that you were learning.

The song got stuck in my head and I couldnt stop singing it. I can tell you what the rain cycle is about
in words and I can draw a diagram.

5. Would you consider learning this information hard or easy? Interesting? Explain or describe your learning
experience.

It was easy mainly because I am an auditory learner. Songs have always helped me learn new things,
which is part of why I did so well in the earlier grades.

6. What currently motivates you to work hard to learn something new?

My parents pay a lot of money for me to go hear so I might as well make it worth it. My parents are
both teachers, so growing up they instilled values in me. I always get my work done
7. Please explain how you remember new information today. Did your prior learning help you learn better
today?

I make flash cards and I highlight important information in my textbooks. If there are practice
tests I do them 3 or 4 times each. Sometimes I read my notes out loud because I am an auditory
learner. Studying things more than 1 way help me learn.

8. Do you believe you are naturally smart or are you smart because you work hard? Provide
examples/evidence for your answer.

I used to think I was naturally smart because I never had problems from freshman year and below.
Afterwards I had to work really hard to keep my grades. College is not hard but it is mentally
challenging, I have a 4.0 now because I put in a lot of effort.

9. What do you do to learn that is beyond or not required in school or work?

I tell people about what I am learning because I dont feel like Ive learned it until I am able to tell
someone about it.

10. What would you like to tell educators about helping others learn?

Even though you have a lot of students, all teachers need to pay close attention they are working with.
Students learn very differently so if you give some students manipulatives in class they will work a lot
better. Students dont always learn the way you want them too or how it worked for you.

Interview Two: Age 60 Gender: Female

11. What is something that you have you have learned in the past that you still know and understand today?
Describe the place and your age when you learned this information.

I learned and still know how to do a Ciserian Section. This is the operative delivery of an infant by
performing surgery abdominal cavity. I was 22 when I learned to perform one at the King-Drew Medical
center.

12. Describe the learning process and explain why you think you learned (remember) that information? For
example, if the learning took place in school what did the teacher do to help you learn?

My initial process was observing others who were already skilled in the teachnique. After observation, I
was allowed to attempt various apsects of the procedure with increasing complexity. Skills developed via
trial and error

13. What particular study strategies did you use to learn this matter? Please describe any strategies or
experiences that might have helped you in this learning process. Do you find these strategies helpful in any
other learning situations?
Reading various books on the techniques helped me learn. in addition, repetition helped me gain
confidence in doing the procedure. I can remember taking a very long time when I first started. It was
stressful and at times I felt very distracted. However over time I started developing speed and became
proficient.

I think these techniques are applicable to all learning situations.

14. How did you know you were learning? Please provide evidence that told you that you were learning.

I knew I was learning because I became more and more independent as time went on. Blood loss
decreased, speed improved, and the quality overall was better.

15. Would you consider learning this information hard or easy? Interesting? Explain or describe your learning
experience.

The information was not particularly hard. I found it interesting, it was just a matter of putting in the
time to do a good job. I performed operations several times a week, and learned something new each
time. I was exposed to different complications and different tools that could be used to perform the
operation.

16. What currently motivates you to work hard to learn something new?

I like a challenge. The more complex something is, the more challenging it is. Which ultimately brings
me more satisfaction. I like having definite outcomes.

17. Please explain how you remember new information today. Did your prior learning help you learn better
today?

I remember information by reading and observation, just like I did as a student. Being able to look at
things critically is a skill I have maintained over the course of my life.

18. Do you believe you are naturally smart or are you smart because you work hard? Provide
examples/evidence for your answer.

Both. I have innate abilities but I still have to work to master difficult material. I always scored in
high percentiles in exams throughout school. I have gone into many new work environments and
implemented processes and procedures to achieve systematic improvements.

19. What do you do to learn that is beyond or not required in school or work?

I read a variety of different topics. Reading about different subjects helps broaden my perspective
and increase the quality of my conversations with others. I also travel frequently to experience new
things.

20. What would you like to tell educators about helping others learn?
 Look at each child individually to sense their strengths and weaknesses. Then try to adapt the
material to meet their needs. Keep information challenging and interesting.

21. Any last words?

It only takes a couple of teachers to show interest in kids who feel marginalized to motivate them to
achieve.

Reflection

This interview assignment was interesting because I got to see the perspectives of 2 different age groups.

Despite the difference in age, many of the strategies they use and their suggestions for teachers were similar.

Interviewee #1 (19 year old) immediately began making links to the information processing theory. She stated

that her memory of the rain cycle learned in second grade was saved because of the multiple ways she took in

the information. She sang a song about the rain cycle, used hand gestures to illustrate the process, and walked

around a garden while being taught about it. Processing the information in these various ways allowed her to

stimulate multiple parts of the brain, which makes the learning deeper. In addition, she noted that she was an

auditory learner, so the song was particularly helpful in her remembering the material. On a similar note, I

memorized the 50 states in alphabetical order by learning them in the form of a song. I can still learn the song

today because I am also an auditory learner.

Interviewee #2 alluded to the behaviorist theory when explaining how she learned how to perform a

Ciserian Section. The primary way she learned was by observing professional surgeons. She was able to see

how they communicated with nurses, prepared the tools, and conducted the procedure. She also stated that

repetition was an important factor in the learning process. By doing the procedure multiple times a week, she

became more comfortable and confident in her abilities. The steps also gradually shifted from short term to long

term memory. Although she is retired now, she still remembers each step that is used for the surgery. I can relate

to this in my learning how to play basketball at the high school level. I spent a lot of time watching professional

basketball players play in order to understand their patterns of movement and shooting. The more I watched, the
slower the game became in my mind. I started seeing how plays developed and the different ways defenses

reacted to the offense. This helped me tremendously when I got on the basketball court.

The most valuable thing from these interviews was their messages to educators. Interviewee #1 stressed

the fact that each student learns differently, and it is the teachers job to find out what methods are best for them.

We have learned that students may be auditory, kinesthetic, tactile, or visual learners. A well-designed lesson

plan includes all of these components so that each type of learner can access the material. This is difficult for us

as teachers because there is such a limited amount of time in a day. This is why it is important to plan lessons

well ahead of time. Interviewee #1 also stated that students do not always learn the way you want them to,

which goes back to the quote by Phil Jackson that I used in my metaphoric model- learning is not a process that

can be forced. Teachers need to understand that students respond best to teaching methods that are stimulating

for them; they must have a desire to learn the material. When I was a student, learning from direct instruction

was easy for me. I had no problem taking notes on lectures, and could sit in my seat for long periods of time and

remain engaged in the lesson. Many students I teach today cannot sit still for long periods of time, and I am

learning that forcing them to stay in their seat is not the most effective approach. I have instead begun designing

lessons that require them to move around and interact with each other. For example, my students recently

played a synonym card game where they walked around the room to find a partner with matching definitions.

After finding the partner, they sat together and wrote 2 sentences using the vocabulary words. Students loved

this activity and were able to learn new material in the process.

Interviewee #2 also emphasized the importance of understanding each student and teaching to their

strengths. She then discussed how impactful a teacher can be on a students life. Students who feel marginalized

and unappreciated can be tremendously influenced by a teacher who shows them compassion by taking the time

to help them learn. She herself became a good student because of an early teacher that made her believe her

opportunities were endless if she applied herself. In addition, interviewee #2 explained that students respond

well to being challenged at an appropriate level. This is similar to Lev Vygotskys Zone of Proximal

Development Theory. I remember how frustrating calculus was for me because I did not have a strong enough

foundation from taking pre-calculus the previous year. The class was not stimulating to me at all because I
ended up memorizing formulas in order to survive on my exams. On the other hand, in my AP Langauge Arts

class I was challenged, but I had the drive and literary skills to succeed. This made the class much more

stimulating for me, and I remember a lot more information from that that class.

I appreciate the fact that both interviewees see learning as a lifelong experience. As teachers there are always

new things we can do to improve our skills in the classroom. Beoming stuck in our ways is the quickest way to

become burnt out and lose passion for the profession.