Chalk & Talk How we learn: Naive, purposeful, and deliberate practice with Stephen Chew (Ep 48)
May 16, 2025
In a captivating discussion, Dr. Stephen Chew, a cognitive psychologist at Samford University, unpacks the nuances of naive, purposeful, and deliberate practice in education. He emphasizes the power of structured feedback and effective worked examples, particularly in math. The conversation also exposes common misconceptions in learning and questions the clarity of the term 'active learning.' Chew shares practical strategies to foster trust in the classroom and the significance of embracing productive challenges to enhance student engagement and retention.
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Piano Practice Shifts with Interest
- Stephen Chew shared how his son practiced piano deliberately until losing interest, after which the practice became naive.
- This illustrates how motivation influences the quality of practice, even in skilled learners.
Use Low-Stakes Formative Feedback
- Give students formative assessments to practice feedback without pressure.
- Encourage mistakes when stakes are low to promote learning before summative tests.
Trust Fuels Purposeful Practice
- Students engage more in purposeful practice when they trust the teacher's assignments are valuable.
- Trust transforms practice from naive to purposeful by showing students the relevance.