Engage students in the science of learning with 2 important questions

Engage students in the science of learning with 2 important questions

This morning, I Skyped with high school students in South Africa. (Wow!) And our conversation renewed my commitment to two things: We must engage students in the conversation around the science of learning and we must build connections with teachers and students around the world. But how? Read on for tips on how to build engagement and connections worldwide.

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Make, bake, and enjoy the cake! (with retrieval practice, formative assessment, and summative assessment)

Make, bake, and enjoy the cake! (with retrieval practice, formative assessment, and summative assessment)

Cake, cake, cake! This sweet delight illustrates how we can best support learning in the classroom: with retrieval practice, formative assessment, and summative assessment. But how are these ingredients similar and different? Why isn't learning a bake off, cupcake war, or throw down? And why isn’t retrieval practice a call for more tests?

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Cumulative exams aren't the same as spacing and interleaving. Here's why.

Cumulative exams aren't the same as spacing and interleaving. Here's why.

Are cumulative exams the same thing as spacing or interleaving? Actually, not quite. Cumulative exams can be beneficial for learning. But there are also some subtle ways we can take cumulative exams to the next level – by ensuring that we (and our students) are using spacing and interleaving throughout the semester, not just before the exam.

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What's with all this retrieval practice stuff, anyway?

What's with all this retrieval practice stuff, anyway?

We spend a lot of time talking about retrieval practice. Why? We feel that retrieval practice is foundational. It serves as the basis on which we can add more strategies: spacing, interleaving, and feedback-driven metacognition. Download our “cheat sheet” summarizing key findings from retrieval practice, with links to scientific articles.

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Join us for our summer book club with Make it Stick!

Join us for our summer book club with Make it Stick!

When summer rolls around, it means only one thing: summer book clubs! And what's a better way to continue learning about learning than reading the book, Make it Stick: The Science of Successful Learning? This week, download our free Make it Stick resources for book clubs and join the conversation about Make it Stick on Facebook and FlipGrid.

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Get ready for a new book by a cognitive scientist AND a K-12 teacher!

 Get ready for a new book by a cognitive scientist AND a K-12 teacher!

Written by Pooja K. Agarwal, Ph.D. and Patrice M. Bain, Ed.S., forthcoming book Powerful Teaching: Unleash the Science of Learning (Jossey-Bass, Spring 2019) is the culmination of a 15-year collaboration by a scientist and a classroom teacher to understand what's most effective for student learning. Learn more about their book and stay tuned for updates!

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Download our Retrieval Practice Guide in Español, Português, and Mandarin!

Download our Retrieval Practice Guide in Español, Português, and Mandarin!

"Why don't more teachers know about the science of learning?" We get this question often and we feel strongly that the solution is to make the science of learning accessible, digestible, and actionable. Which is why we are thrilled that our Retrieval Practice Guide is now available in Spanish, Portuguese, and Mandarin! Download our new translations, spread the word, and let's change the conversation to "All teachers know about the science of learning."

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How can we maximize students' learning with feedback?

How can we maximize students' learning with feedback?

We know feedback is good for learning. But what's best? In our new guide on students' application and transfer of knowledge, we also feature research-based recommendations on feedback strategies. Why? Because transfer is most successful when retrieval practice is followed by feedback. Read more for our quick no-grading feedback strategies.

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Download our new guide: How to foster students' transfer & application of knowledge

Download our new guide: How to foster students' transfer & application of knowledge

We are thrilled to share our new downloadable guide on retrieval practice and student’s transfer of learning. Why? Because retrieval practice improves more than just memorization. Learn about the latest research and teaching strategies that boost transfer in the classroom.

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Boost note-taking. Try retrieve-taking!

Boost note-taking. Try retrieve-taking!

There's a lot of discussion and research about students' study habits outside the classroom, including re-reading, taking notes, and highlighting. Students tend to use these strategies inside the classroom, too. In either setting, are students retaining what they're trying to learn? Potentially, but not always. Read more for our boost on note-taking, which we call retrieve-taking.

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Quiz yourself! How much do you know about cognitive science strategies?

Quiz yourself! How much do you know about cognitive science strategies?

End of the semester? That must mean it's time to find out what you've learned this year. Thankfully, this isn't an exam. This week, quiz yourself with our three "retrieval practices about retrieval practice," including interleaving, multiple-choice questions, and foundational principles from cognitive science. Reduce your own "summer slide" with retrieval practice and celebrate how much you've learned. 

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Download sketchnotes from the book Make it Stick!

Download sketchnotes from the book Make it Stick!

Following our email update from last week, we're excited to announce free downloadable sketchnotes along with chapter summaries and recommended readings based on Henry L. Roediger's book, Make it Stick: The Science of Successful Learning. Why are we excited about sketchnotes? They're quick, fun, and you don't have to wait until the summer to dive in to Make it Stick. Download, share, and spread the word about powerful teaching strategies based on cognitive science!

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Two cognitive scientists you need to know

Two cognitive scientists you need to know

For our readers, Roediger and Karpicke are (or soon will be) household names – they are leaders in research on retrieval practice and they have published many of the highest cited articles on how humans learn and remember information. Learn more about who they are, the boom of interest in retrieval practice in the past 10 years (due, in large part, to them), and how to access their valuable research.

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Interleaving is a roll of the dice (and that's a good thing!)

Interleaving is a roll of the dice (and that's a good thing!)

How can we use interleaving without planning? Last week, we wrote about interleaving (and fruit salad). The key to effective interleaving is to mix up similar topics, which encourages students to discriminate between similar ideas, concepts, and problems. This week, learn about quick and fun strategies for interleaving in the classroom that put students in charge – more learning for them, less planning for us.

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What do fruit salad and interleaving have in common?

What do fruit salad and interleaving have in common?

Interleaving is a powerful strategy that boosts learning by mixing up content students need to learn. Based on a wealth of cognitive science research, the challenge and "desirable difficulty" of interleaving can double exam performance compared to teaching content in "blocks" of the same concepts. But what's the secret to effective and fruitful interleaving? Mix similar topics. Read more about why and stay tuned for next week, when we'll share quick how to's.

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Think-Pair-Share? Think again!

Think-Pair-Share? Think again!

Whether you teach at an elementary school or a medical school, you've probably heard of the instructional strategy, think-pair-share. But wait! Does think-pair-share always boost learning? Read on for research-based tips on incorporating retrieval, spacing, and interleaving to make think-pair-share an even more powerful strategy in your classroom.

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Celebrate good times, come on! (It's our one year anniversary!)

Celebrate good times, come on! (It's our one year anniversary!)

It's been a year since we launched RetrievalPractice.org! There's a party going on' right here – and we're celebrating you for transforming learning with cognitive science research, resources, and strategies in your classrooms and schools around the world. Here's a roundup of our biggest hits (and the best is yet to come)!

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Want a quick no-quiz retrieval strategy? Increase learning with Two Things!

Want a quick no-quiz retrieval strategy? Increase learning with Two Things!

How can we use retrieval practice to break up our lessons, quickly and easily, without pausing to facilitate class discussion or collect papers? This week, we focus on a retrieval strategy we simply call "Two Things," a no-quiz retrieval strategy for your classroom.

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Tomayto, tomahto, potayto, retrieval?

Tomayto, tomahto, potayto, retrieval?

What's in a name? When we talk about retrieval practice, we describe it as "bringing information to mind" or "getting information out." No matter what we call it, learning by any other name would be just as powerful! This week, we present a variety of ways to describe and define "retrieval." Learn more from Doug Lemov, collaborator, expert educator, and author of Teach Like a Champion 2.0. Join hundreds of educators and add your definition, too!

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Why do we love retrieval practice? Read on for our top 5 reasons!

Why do we love retrieval practice? Read on for our top 5 reasons!

Retrieval practice is the best thing since sliced bread. We think so (and we love bread!). This week, read on for the top 5 reasons we love retrieval practice. Why do you love retrieval practice? Let us know in this week's super quick "retrieval practice about retrieval practice."

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