Chicken, eggs, and Bloom’s Taxonomy: Fact knowledge before higher order learning?

Chicken, eggs, and Bloom’s Taxonomy: Fact knowledge before higher order learning?

Chances are you're familiar with Bloom's Taxonomy, the famous triangle diagram. But do we have to build students’ fact knowledge before engaging them in higher order learning? Or is it the other way around? According to new research, students can reach the top of Bloom's Taxonomy without starting at the bottom.

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Yes, retrieval practice improves more than just memorization

Yes, retrieval practice improves more than just memorization

Strategies like retrieval practice, spacing, interleaving, and feedback improve more than just memorization! Simply bringing information to mind helps solidify knowledge and transfer it to new content and situations. Download our Transfer Guide and unleash our research-based tips in your classroom.

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Combining retrieval, spacing, and feedback boosts STEM learning

Combining retrieval, spacing, and feedback boosts STEM learning

When we write about research and the science of learning, we usually write about learning in K-12. But retrieval practice, spacing, interleaving, and feedback are powerful in college (and beyond), too. Read and share our second Research Snapshot on research-based strategies in college STEM courses. Spoiler alert: They dramatically boost learning!

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Download our new Metacognition Sheet and share this week's Research Snapshot!

Download our new Metacognition Sheet and share this week's Research Snapshot!

We know research can be intimidating. This week, we feature our first Research Snapshot, a quick rundown of one powerful strategy and the research to back it up: Metacognition Sheets. We've removed the jargon, replaced it with key takeaways, and added a new download, too. Share our Research Snapshot and empower others to discover the science of learning.

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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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But what about multiple-choice questions?

But what about multiple-choice questions?

When we talk about retrieval practice, here's one question that frequently pops up: Does retrieval practice with multiple-choice questions boost learning? Here's the quick answer, based on cognitive science research: Yes! Read on for researchrecommendations, and this week's multiple-choice retrieval practice.

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How can we reduce student anxiety?

How can we reduce student anxiety?

Retrieval is great. But how do I get my students on board? We know that retrieval practice is a learning strategy, not an assessment strategy, but our students may feel otherwise. How can we "package" retrieval practice for our students? How can we flip retrieval practice from a negative to a positive? This week, we share research and our recommendations on reducing students' anxiety.

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Push beyond "one and done"

Push beyond "one and done"

So far, we've focused on retrieval practice – improving learning by bringing information to mind. But when and how often? Is more retrieval practice better than less? This week, we feature research on successive relearning. In a nutshell, successful relearning is a combination of engaging in retrieval practice multiple times, while also spacing those retrievals out over time.

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