> Off Topic Discussions

learning retention rates

(1/2) > >>

Kat:

Some interesting statistics . . .

Average learning retention rates from various instructional modes:
The Learning Pyramid charts the average retention rate for various methods of teaching. These retention percentages represent the results of research conducted by National Training Laboratories in Bethel, Maine.

/\

/      \

/            \

/ Lecture - 5% \

/     Reading - 10%     \

/      Audio Visual - 20%      \

/        Demonstration - 30%         \

/          Discussion group - 50%           \

/             Practice by doing - 75%            \
   
    /                  Teaching others - 90%                 \   
___________________________________________ 


Immediate application of learning in a real situation - 90%.


Of what we know we learn approximately...

1% through Taste

2% through Touch

4% through Smell

10% through Hearing

83% through Sight

Of what we learn we retain approximately...

10% of what we Read X1

20% of what we Hear

30% of what we See  X1 (We "see" what we read!)

50% of what we Hear And See

70% of what we Say

90% of what we Say As We Do...."

(http://www.hi.is/~joner/eaps/cs_reten.htm --  http://www.nwlink.com/~donclark/hrd/hrdlink.html )

joyful1:
I just saw these stats tonight, Kat....

Of what we learn we retain approximately...
70% of what we Say

VERY revealing!

NOW I know why I go around repeating things to myself all the time...out loud!!
thanks!!
 ;D

David:
Teaching others, Amen to that Kat.
I've learned so much about guitar playing, the instrument, and music theory in general through teaching others, and I suspect I may never have bothered with some of it were it not required knowledge to teach others. 

Brian:
Thanks Kat,
Reading out loud to someone is a good way to improve reading and retention.

Matt:
Good info!
My new job here in CA is Chief Instructor at my military occupation school.
This will be a good reminder to me as I teach and evaluate others.

Matt

Navigation

[0] Message Index

[#] Next page

Go to full version