A Focus On, Focus Off Success Story

Brett Kopf, CEO and co-founder of Remind, is a living success story of how Focus on, Focus off, Repeat stimulates deep learning. He tells the story of how he struggled in grade school. “I was fine if I could move around,” he recalls. “But sitting at a desk for me was torture. A forty-minute math lesson felt like an eternity. I was the kid who was always messing with my neighbor or blowing spitballs. I just wasn’t engaged.”  He would eventually be diagnosed as having both ADHD and dyslexia.

Child sitting in class, mind wandering
“When other kids called me ‘stupid,’ I believed them…”

He goes on, “I was working my butt off, but my grades kept sinking and my confidence with them. It only got worse in high school. When other kids called me ‘stupid,’ I believed them.”

But in his junior year, everything changed. A teacher named Denise Whitefield began working with him one-on-one. She began each day by simply asking, “What do you have to do today?” He’d list all of his assignments. Then she’d say, “Okay, let’s pick one and just talk about it.” In this way, she got him to focus on one thing at a time. When his mind began to wander, she’d say something like, “Don’t worry, you’ll get it. Take all day if you like.”

Eventually, he began to believe in himself. His grades improved to the point where he was ready to take his college ACT exam. He describes the ordeal of answering six hundred questions and not moving for four hours as “a horror movie.” But he persisted and was admitted to Michigan State University.

He went on to start and grow his education software company, Remind, around a simple premise: “When people try to crack the country’s massive problems in education, they usually start with curriculum or ‘accountability,’ which is code for ‘test scores.’ What gets lost are the human connections. That’s what Remind is all about…”

– excerpted from “Focus: The Remind Story,” in John Doerr, Measure What Matters (2018)

Focus on, focus off…repeat

wax-on-wax-off scene from the movie "The Karate Kid"

You know how around the middle of a lesson, kids in a classroom start talking, passing notes, shooting spitballs, and the like? It’s totally natural – the conscious mind needs to relax and play, while the subconscious mind assimilates the new concepts and connects them to the older ones in memory.

This is why every educator needs to let students take periodic breaks.

This not only goes for school, but seminars and workshops as well, especially if you’re attempting to create change by imparting new concepts you want your audience to adopt in place of something else…
and guess what – it also works for music, writing, athletics – almost any other skill you want to improve upon.

In a report by Work-Learning Research, Inc. entitled: Spacing Learning Events Over Time: What the Research Says, author Will Thalheimer, PhD reviews the literature regarding the effect of spacing and spaced repetition on learning.

The key findings of the study are:

  1. Repetitions—if well designed—are very effective in supporting learning.
  2. Spaced repetitions are generally more effective than non-spaced repetitions.
  3. Both presentations of learning material and retrieval practice opportunities produce benefits when utilized as spaced repetitions.
  4. Spacing is particularly beneficial if long-term retention is the goal—as is true of most training situations. Spacing helps minimize forgetting.
  5. Wider spacings are generally more effective than narrower spacings, although there may be a point where spacings that are too wide are counterproductive. A good heuristic is to aim for having the length of the spacing interval be equal to the retention interval.
  6. Spacing repetitions over time can hurt retrieval during learning events while it generates better remembering in the future (after the learning events).
  7. Gradually expanding the length of spacings can create benefits, but these benefits generally do not outperform consistent spacing intervals.
  8. One way to utilize spacing is to change the definition of a learning event to include the connotation that learning takes place over time—real learning doesn’t usually occur in one-time events.

The last finding in particular is something chief learning officers of organizations often struggle with when planning continuing education and training programs for their workforce, especially in a world driven by intensive workshops, seminars, and “boot camps.”

The following chart from Thalheimer’s report illustrates the need to integrate spaced learning both during and after events.

graph showing spaced repetition in the workplace following a learning event improves memory

 

 

 

 

 

 

The full text of the report can be found at:
http://willthalheimer.typepad.com/files/spacing_learning_over_time_2006.pdf

Related papers include:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399982/

https://www.td.org/insights/spaced-learning-an-approach-to-minimize-the-forgetting-curve