Book Review
theedukator2020
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files (4)BookReviewAssignmentInstructions.pdf
BookReviewTemplate.docx
Book_ReviewExample.pdf
- MakeItStickTextbook.pdf
BookReviewAssignmentInstructions.pdf
EDUC 872
BOOK REVIEW ASSIGNMENT INSTRUCTIONS For this assignment, you will write a 5-page book review in current APA format that focuses on the required course textbook, Make It Stick: The Science of Successful Learning. You must summarize the premise of the book, take a stance for or against the key points made, and discuss implications for the field of education. The paper must include at least four references to the assignment textbook in addition to the Bible. A Book Review Template has been provided to assist you with this assignment. Please use the following format in preparing your book review: 1. SUMMARY. Summarize what you have read, boiling the book down into 400–600 words
(no more than two pages). Prove you comprehend the readings by writing a no-nonsense summary. The introduction is not a commentary or listing of topics but rather an objective summary. Summary here means “clear and concise.” This section must include a minimum of two citations of the text being reviewed in current APA format.
2. CONCRETE RESPONSE. Get vulnerable! In no less than 250 words and no more than one page, relate a personal life experience that this book triggered in your memory. Relate your story in first-person, describing action, and quoting exact words you remember hearing or saying. In the teaching style of Jesus, this is a do-it-yourself parable, case study, and/or confession. You will remember almost nothing you have read unless you make this critical, personal connection.
3. REFLECTION. This is the critical thinking part of the review. In no less than 250 words
and no more than one page, describe what questions pop-up for you in response to what you have read. Keep a rough-note sheet at hand as you read. Outsmart the author by asking better questions than he or she raised in the book. Tell how the author could have made the book better or more appealing to those in your field of service. One way to begin this section is by stating what bothered you most about the book. This is not a place to provide an endorsement or affirmation of the book. This section should include a minimum of two APA citations to the text being reviewed.
4. ACTION. So, what are you going to do about it? In 400–600 words (no less than one page and no more than two pages), provide two actions that describe what changes you are going to do or how the book’s ideas/concepts will be applied in your professional life as a result of your reading. Actions must be specific, measurable, and reveal a commitment to time, certain people, identified steps, and evaluation plans.
5. Please provide an APA-style title page, citations, and reference page. The title page and
references page do not count towards the five-page minimum requirement.
BookReviewTemplate.docx
1
BOOK REVIEW
Book Review
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Book Review
Summarize the text, boiling the book down into 400–600 words (no more than two pages). Prove you comprehend the readings by writing a no-nonsense summary. This section is an objective summary from the reader's viewpoint. Summary here means “clear and concise.” Cite the text in each paragraph. Do not include any personal narrative here. Only describe the facts. No direct quotes.
Concrete Response
Get vulnerable! In no less than 250 words and no more than one page, relate a personal life experience that this book triggered in your memory. Relate your story in the first person, describing action, and quoting exact words you remember hearing or saying. Personal pronouns can be used here. Include direct quotes (minimum of one) from the personal experience. What did you think at that time? What did the people involved in the experience say to you? How does this experience relate to what you read? Connect the experience to the text. Include an in-text citation for the text showing how your personal experience relates to it.
Reflection
Personal pronouns are fine here. This is the critical thinking part of the review. In no less than 250 words and no more than one page, describe what questions pop-up for you in response to what you have read. Be sure to ask at least two questions here. Explicitly state how the authors could have made the book better or more appealing to those in your field of service. One way to begin this section is by stating what bothered you most about the book. This is not a place to provide an endorsement or affirmation of the book. Make sure to offer concrete ideas for improving the book. Cite the text in each paragraph.
Action
So what are you going to do about it? In 400–600 words (no less than one page and no more than two pages), provide two actions that describe what changes you are going to do or how the book’s ideas/concepts will be applied in your professional life as a result of your reading. Actions should be measurable and reveal a commitment to a specific time, specific people, and identified steps. Personal pronouns are fine here.
One action I would take is x because the text noted x. The people involved are x. It would be implemented x (time-specific). This action would be measured by x. Then go into specific steps that would be taken to accomplish the action. (1) The first step for this action is to x. (2) Then x. and so on. Repeat this for the second action.
The second action I would take is x…..
References
Book_ReviewExample.pdf
1 BOOK REVIEW
Book Review
Terri T. Jacobs
School of Education, Liberty University
Author Note
Terri T. Jacobs
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Terri T. Jacobs
Email: [email protected]
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2 BOOK REVIEW
Book Review
If you're looking to improve your learning and memory, I would highly recommend
reading "Make it Stick". This book is a cutting-edge exploration of the science and data behind
effective learning. It's based on a ten-year research collaboration involving educators, students,
and educational psychologists, and offers practical advice for anyone looking to enhance their
learning capabilities. The book covers five key principles that have been proven to be effective in
promoting long-term knowledge retention. These principles include retrieval practice, spacing
out practice, interleaving practice of similar skills, variations of learning, and attempting to solve
a problem before receiving instruction. According to Brown et al (2014), these principles are
backed by research and have been shown to be highly effective in enhancing memory and
learning outcomes.
The first chapter, entitled "Learning is Misunderstood," delves into the significance of
employing efficient tactics to retain information. The author expounds on several approaches,
including rereading, highlighting, underlining, and cramming for an exam. It is worth noting that
these methods do not necessarily facilitate the learning process but rather create the impression
of comprehending the material (p.4). Chapter two, entitled "To Learn, Retrieve," delves into the
topic of retrieval practice and its benefits in memory recall. This particular strategy proves to be
highly effective in strengthening memory and promoting long-term retention. Brown et al.
(2014) elaborates on how utilizing stored information from memory can aid in various aspects of
learning such as processing, revising, and storing more information for future use. Chapter 3,
“Mix Up Your Practice”, of the book delves into a crucial concept that learners often struggle
with - the "illusion of knowing." Oftentimes, learners mistakenly believe they have a thorough
understanding of the material, but in reality, they may not comprehend it as well as they think.
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3 BOOK REVIEW
The authors provide three effective strategies to combat this issue and improve overall
metacognition, including (1) retrieval practice, (2) elaboration, and (3) reflection. The chapter
underscores the significance of implementing these strategies to enhance learning practices and
retain new information for future use. In chapter four, entitled "Embrace Difficulties," the book
explains the steps involved in learning: encoding, consolidation, and retrieval. Encoding is the
process of turning experiences into meaningful brain representations, consolidation reinforces
memory for the long term, and retrieval is when the brain recalls personal and meaningful
information, making it easier to remember. The chapter also highlights the distinction between
how challenging learning can be beneficial, versus how it may hinder some individuals.
In chapter five of the book, titled "Avoiding Illusions of Knowing," the authors analyze
various processes that can alter human memory and their impact on learning. They focus on how
perceptual illusions, cognitive biases, and memory distortions can often mislead individuals. In
Chapter six, titled "Get Beyond Learning Styles," the author discusses how individuals have
unique ways of learning, which enables them to receive and process new information differently.
However, the author also notes that there is no concrete evidence to support the idea that learning
styles have a correlation with one's personality (Brown et al., 2014). Chapters seven and eight
provide guidance on how to effectively utilize cognitive memory for learning, offering advice to
students, teachers, and trainers. This information can be valuable for students seeking to improve
their memory cues, retrieval ability, and practice techniques, including spaced and interleaved
practice.
The book's techniques require a consistent investment of time to gradually enhance your
mental capacity and memory. The authors introduce the concept of "desirable difficulty," making
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4 BOOK REVIEW
the learning journey more poised and challenging. This approach enables students to continually
expand their knowledge and achieve their academic objectives.
Concrete Response
In my role as a dedicated educator and student, I hold the belief that completing tasks in a
timely and efficient manner is critical. When I began my teaching journey, I was required to
attend classes with a reputable company and was granted a permit to teach for a period of three
years. This experience proved to be invaluable as it allowed me to gain a better understanding of
how my students feel when learning new material. It revealed to me that breaking down
information into smaller, more manageable parts, retaining it, and then applying it to my classes
was paramount.
During these classes, the teacher assigned tasks from three different books that we were
required to complete throughout the course. As someone who excels in mathematics, I found it
challenging to understand the education book that was assigned to me. A study conducted by
Brown et al. (2014) noted that "rereading text and massed practice of a skill or new knowledge
are by far the preferred study strategies of learners of all stripes, but also the least productive."
This statement deeply resonated with me, as I had to read the instructions and the book multiple
times to understand what was being asked of me. I even had to email the teacher numerous times
to ensure that I was completing the assignment correctly. Her response was always to inquire if I
had reread the assignment.
As a dedicated educator, this experience taught me that not all students understand things
on the first try, and it may take time for them to comprehend the material fully. Therefore, I strive
to be patient and understanding with my students, providing them with the best possible chance
of success.
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5 BOOK REVIEW
Reflection
Upon reflection of Brown et al.'s (2014) research in Make It Stick, the authors provide
ample examples of the effectiveness of their work in teaching and learning for both students and
teachers. In chapter five, the authors delve into the topic of avoiding illusions in thinking.
Specifically, they discuss perceptual illusions, cognitive biases, and distortions of memory that
commonly mislead people. However, the author's approach of presenting a story instead of
providing a clear explanation of the concepts and how they can be applied to education and
everyday life is questionable. While the chapter does provide detailed insights into how to use
one's mind and how to think critically, it would benefit from a more explicit discussion of how to
apply these concepts to one's life.
Action
One action I would take is from chapter two the takeaway because the text noted practice
at retrieving new knowledge or skill from memory is a potent tool for learning and durable
retention (Brown et al., 2014, p. 43). As an educator, one of my primary concerns is the academic
progress of my 9th grade students. In order to ensure their success, I have devised a
comprehensive strategy that will be implemented during the second week of the school term. To
accurately measure the effectiveness of this plan, I will evaluate the students' performance on
their mid-semester exams.
To achieve the desired outcome, I will take a number of specific steps. Firstly, I will
distribute a goal sheet to each student to enable them to compare their progress to the goals they
set at the beginning of the year (BOY) exam. This will provide them with a sense of ownership
and accountability for their academic growth. Secondly, I will provide targeted assistance to help
students fully grasp the concepts that they may have missed in previous years, as well as those
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6 BOOK REVIEW
currently being taught in class. This approach will improve their cognitive memory and retention
of necessary information. Lastly, I will provide students with additional practice problems to
enhance their understanding of the material. This will allow them to apply their knowledge in a
variety of contexts, which is crucial for long-term retention.
Overall, I am confident that this strategy will lead to improved retention rates for my 9th
grade students. By providing them with the necessary tools and support, I am confident that they
will be able to achieve academic success and reach their full potential.
The second action I would take is from chapter three is the method that Coach Dooley
believed (1) keep practicing the fundamentals from time to time, so you keep them sharp and (2)
change it up in practice because to much repetition is boring (Brown et al., 2014,p.61). In my 9th
grade class, I have taken the initiative to enhance student engagement and participation by
implementing a new action plan. This plan will be executed during the third week of school and
will involve both myself and my students. To measure the effectiveness of this plan, I plan to
incorporate more bellringers into our daily routine. For my part, I am committed to providing
more engaging practice materials to encourage greater participation and interest in the
assignments.
To ensure that this plan is successful, the first step is to ensure that the bellringer exercises
are printed in advance. During class, we will go over these exercises to ensure that students have
a solid understanding of the fundamental concepts. The next step is to create a more dynamic
learning environment. I plan to achieve this by providing more interactive and engaging
materials that allow students to engage with the material in a more meaningful way, rather than
just completing standard table work. Overall, I believe that this action plan will have a positive
impact on student engagement and academic achievement.
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7 BOOK REVIEW
References
Brown, P. C., Roediger, I. H. L., & McDaniel, M. A. (2014). Make it stick : The science of
successful learning. Harvard University Press.
Noble, D. (2021). The illusions of the modern synthesis. Biosemiotics, 14(1), 5-24.
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