Want to improve students' study strategies? Do this first.

Want to improve students' study strategies? Do this first.

How often do students come to you and exclaim, "But I studied for hours!" How can we help students improve their study habits? Before you give them strategies, there's one thing you have to do first: have a conversation. Here are our three must-ask questions to get started.

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Retrieval Tic Tac Toe: A no stakes, no anxiety game for retrieval practice

Retrieval Tic Tac Toe: A no stakes, no anxiety game for retrieval practice

Classroom games can encourage retrieval. But they can also raise student anxiety when they're competitive or time limited. Check out this new teaching strategy: Retrieval Tic Tac Toe. Created by college students, adaptable for any classroom or content area. Have fun!

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Download our NEW Spacing Guide with practical strategies and research!

Download our NEW Spacing Guide with practical strategies and research!

It's a brand new year. That means a NEW Spacing Guide to improve students' long-term learning! Written by cognitive scientists, take a moment and download our free Spacing Guide, full of practical spacing strategies – and the research to back it up.

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Flash Forward: What do you want to remember 10 years from now?

Flash Forward: What do you want to remember 10 years from now?

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.

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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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It's our 50th update. Here are our greatest hits!

It's our 50th update. Here are our greatest hits!

We spend a lot of time thinking about how we can empower you and make the most with the science of learning. Because we can't transform teaching alone! This is where you come in – to help share this valuable knowledge. Based on your clicks, tweets, and likes, check out our three most popular updates.

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Download, adapt, and create Retrieval Grids to boost learning!

 Download, adapt, and create Retrieval Grids to boost learning!

Resources are good. Templates are great! Check out Retrieval Grids, a flexible template you can download and create using low-stakes retrieval, spacing, interleaving, and feedback. Retrieval Grids aren't just for any classroom; adapt them for YOUR classroom!

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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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Retrieval practice is a powerful foundation for learning

Retrieval practice is a powerful foundation for learning

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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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 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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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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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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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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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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