Recommended tech tools to make retrieval practice quick and easy

Recommended tech tools to make retrieval practice quick and easy

There are lots of tech tools that make retrieval practice, spacing, interleaving, and feedback quick and easy. How can you sort through all of them? We've done the work for you. Check out our recommendations! Also, join the Powerful Teaching book tour in a city near you!

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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 Metacognition Sheet and share our Research Snapshot!

Download our Metacognition Sheet and share our 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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Try Metacognition Line Up for retrieval practice and peer feedback

Try Metacognition Line Up for retrieval practice and peer feedback

This week, check out a new strategy: Metacognition Line Up. Get students moving, retrieving, and reflecting, regardless of grade level or content area. Metacognition Line Up moves quickly and can be completed in less than five minutes per round!

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Here's how to incorporate one minute of retrieval practice on day one of class

Here's how to incorporate one minute of retrieval practice on day one of class

How can we boost learning, even on the first day of class? School's back and we know there's a lot to accomplish in the first hour, first day, and first week of class: building relationships, developing a class culture, or maybe just making sure the coffee pot's full. With all that going on, here's how to fit just one minute of retrieval into the first day of class. No planning and no grading – just learning. 

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Bake a cake with retrieval practice, formative assessment, and summative assessment

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

 Get ready for a 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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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 Transfer of Learning Practice Guide!

Download our Transfer of Learning Practice Guide!

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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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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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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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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