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What, exactly, do we want students to remember? This is a question we might contemplate, but we rarely take the time to think about it fully. Why not turn this into a classroom activity? Learn all about an activity called Flash Forward. This is a critical question – one that you and your students need to ponder.Read More
How can we help students build connections beyond the classroom? It can be hard. Really hard. Don't despair! This week, we feature Connection Notebooks, a quick evidence-based strategy by teaching expert and collaborator James M. Lang. They're the perfect opportunity to boost students' transfer of knowledge and extend learning from the classroom to the world beyond.Read More
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.Read More
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.Read More
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.Read More