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(1) Learning becomes more deeply embedded in long term memory(2) Learning doesn't become more deeply embedded in long term memory
... this is the desired outcome.... this is the cause of cascade failure.
When we teach a bite layer of learning within the learners learner's "sweet spot", neither too easy nor too hard, something but not too much, the learner can learn.If we teach "too hard" or "too much" the learners learner's working memory is overloaded - they can't learn easily or they can't learn at all.
Each time the learner practises that bitelayer, provided we allow some but not too much forgetting to happen, they embed the bite layer more deeply in their long term memory. Each time the learner practises that bitelayer, even if the learner gets enough help and feedback, we may see the learner gradually learning or we may find the learner can't learn at all.
The learner can remember the bite layer for longer each time and they need to practise that bite layer less frequently.The duration for which the learner can remember part or all of the learning may increase very gradually - so over time they need less help - or the learner just can't remember, they always need help.
The fraction of lesson time required to practise each bite layer of learning decreases over time.The fraction of time required to practise each bite layer either decreases slowly or doesn't decrease at all. 
As we teach more bites layers of learning, each at the learners sweet spot, there is sufficient lesson time to do enough practice. All learning can be practised close enough to optimal intervals that all learning is retained.

As we teach more learning which is too hard or too much, there is

  • insufficient lesson time to do enough practice, 
  • so some practice happens too late,
  • when the learner tries to do the too late practice, they need help,
  • but there is not enough teacher capacity to give sufficient help, 
  • the learner can't practice without the help, 
  • so even learning which had been learned is forgotten and needs to be practised more frequently,
  • so there is even less lesson time for each practice and even more that needs practising,
  • etc. etc This is cascade failure.
When the teacher comes to create the timely practice assignments, only a small number of layers are fragile.When the teacher comes to create the timely practice assignment an ever increasing proportion of the layers are fragile.

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