Introduction

The book “Make It Stick” explains why many of our existing learning strategies are
ineffective, and presents a better approach that will deliver deeper, more precise and
more durable learning experience. These ideas and tips are useful for students, teachers,
trainers, and anyone who believes in lifelong learning. Make It Stick is filled with tools, strategies
and stories to help students, teachers and trainers learn more effectively based on 10 years of
collaboration between 11 cognitive psychologists - collected and synthesised by author Peter Brown and
psychology researchers Henry Roediger and Mark McDaniel. Published in 2014 by a division of Harvard
University Press, the book presents crucial findings in the field of learning science via relatable
examples and engaging stories. The book’s central argument is that humans have an incredible,
perhaps limitless, capacity for learning, but there are effective and ineffective approaches to it.

 In the book, the authors debunk common learning myths and education/training
strategies which are built on theories and intuition rather than real empirical evidence,
and present alternative principles for effective learning which are backed by research
studies and experiments.

Make It Stick consists of a short preface and eight chapters. Each chapter is divided into sub-
sections and ends with a “takeaway” that recaps main ideas. The book’s structure is consistent and
intentional as the authors actively employ their own learning strategies to help readers remember
said strategies

About the Authors

Make It Stick: The Science of Successful Learning is a collaboration between cognitive

psychologists Henry L. Roediger III and Mark A. McDaniel and writer Peter C. Brown.

Peter C. Brown is a writer and novelist in St. Paul, Minnesota.

Henry L. Roediger III is James S. McDonnell Distinguished University Professor of Psychology at

Washington University in St. Louis.

Mark A. McDaniel is Professor of Psychology and Director of the Center for Integrative Research on
Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis.

Chapter wise Summary

Chapter 1 – Learning is Misunderstood

Chapter 1 discusses common misconceptions about learning. It establishes some of the ways
in which people routinely inhibit their own learning or fail to recognize effective learning
while it is happening. Specifically, it outlines the misconceptions
surrounding common study strategies, effortful learning, and the
memorization.
The most useful study method is retrieval practice, also know as
quizzing or self-testing. Despite these findings, roughly 80% of college
students report that their primary study technique was rereading.
According to the research re-reading notes and textbooks is one of
the least productive and time-consuming study strategies. Because
students are using ineffective study methods, they often do not see
exam results increase to reflect the time they have with the material,
and they often become frustrated with studying.

The authors address the misconceptions that learning should be easy

for the student and that ‘good’ teachers make learning as effortless as
possible by spoon feeding information to their students. The research
demonstrates that most meaningful learning requires direct student
effort because durable knowledge creates new pathways in the brain.
Reshaping the brain requires energy and focused effort. Teachers
should help students put forth effort while modeling the and
scaffolding the learning process so that they can actively learn how to
learn.

The authors present evidence that memorization and deep familiarity

with core knowledge is an essential building block to higher level
thinking. The research illustrated that every stage of learning and
development allows students to expand their foundational skills and
increase their creativity by combining new and old information.
Skipping foundational steps, that are often mastered through
retrieval practice, is not a shortcut to deep thinking and in fact
undercuts the process and leaves students without the necessary
information to build their new ideas.

Chapter 2
Chapter 3

Chapter 4
Chapter 5
Chapter 6
Chapter 7

Chapter 8
Educational Relevance of the Book

Conclusion