Lots of interesting nuggets of information there. For example this, about the benefits of metacognition:
Teacher in my 7th year here! Lots of people hit the bigger points; you get the feedback too late. Kids also have a tendency to just toss out graded work once they glance at the grade. BUT, last year and this year, I’ve started something new, which is putting up the answer key and having my students grade themselves AND write a short paragraph on what they missed/how they can improve (I teach environmental science to juniors). The reflective piece is what gets graded; I don’t care what you got wrong, I just care that you KNOW what you got wrong.
It took a WHILE to convince my students this wasn’t a trick, “I got everything wrong last night….is it a zero?” “No.” “…..are you sure?” And had to elaborate over and over again that it is NOT in their best interest to just look at the answer key, since I pick difficult problems on purpose that even my high-fliers couldn’t get full points on
Also, the practice can’t just be any form of doing something:
As someone who teaches without homework, here is my answer :
when you practice something, your heart must be into it. By that, I mean “focus”. If you “practice” a sport or a musical instrument by just going through the moves, you don’t progress at all, because it’s the little adjustments you do when focusing that make you improve.
Now, let’s take mathematics, for instance. The problem with the old teaching is that the teacher says something and nobody gives a fuck if you’ve understood or not, you’ll figure that stuff at home by doing homeworks. Guess how efficient it is… Mathematics is most and foremost UNDERSTANDING principles. Did you ever learn multiplications by rote until 15×15 ? I doubt it. Can you DO 15 x 15 ? Probably. Why ? Because you understand the CONCEPT of multiplication, so whatever numbers I’m throwing at you, you know how to multiply them.
Finally there’s also this bit that under-emphasize the famous “10,000 hours” rule:
The 10,000 hours “rule” originally came from the paper, “the role of deliberate practice in the acquisition of expert performance”.
Gladwell just over-emphasized the importance of the 10,000 hours portion of the study and not the actual takeaway about the value of practice. He decided to make the 10,000 hour rule a causation, when it was really just a correlation.
The original goal of the paper was to determine how much of elite performance was nature vs nurture. The 10,000 hours was a bit of a throwaway that is generally regarded as unimportant to the overall takeaway.