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."
Read MoreWe talk the talk. But can we walk the walk? As cognitive scientists, we love talking about our research. Particularly when it comes to learning, which is so integral to everything we do everyday. Cognitive science research is great. But how do researchers teach? This week, read articles from three cognitive scientists about how they teach using retrieval practice, spacing, and metacognition in their own classrooms.
Read MoreNeed more hours in the day? Time is limited and learning is vast. How can we implement retrieval practice in our classrooms, but cover all our course content, too? It doesn't have to be one or the other. We provide research and recommendations on how retrieval practice doesn't require more time to transform learning. Small adjustments can make a big difference.
Read MoreHave you seen our library? Check it out! There are so many websites, articles, and books about cognitive science to explore, but it can also seem like cognitive science research is hidden under a giant rock. We want to change that. Spend 5 minutes and discover our library of resources and downloads. Always open, no reservations needed, never booked. (Not a fan of our library puns? We can only blame our shelves.)
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 research, recommendations, and this week's multiple-choice retrieval practice.
Read MoreRetrieval 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.
Read MoreHarness powerful teaching strategies, unleash the science of learning, and transform your classroom with resources by cognitive scientist Dr. Pooja K. Agarwal.
Transform learning in your classroom with practical research-based teaching tips by cognitive scientist Dr. Pooja K. Agarwal.
How can we support students during exam time and reduce test anxiety? Learn more about my research on student test anxiety and get quick lesson ideas to reduce anxiety with retrieval practice. It might sound counterintuitive, but the more students practice retrieval, the more comfortable they become with high-stakes tests.
Retrieval practice doesn’t require more class prep for us or ChatGPT for our students. Here are 8 no-prep prompts for retrieval practice I’ve developed over my 10+ years of teaching. I’ve also included a variety of new resources I highly recommend.
Here's a list of 40 cognitive scientists you need to know. They publish the newest research on retrieval practice, actively engage in science communication with educators on Twitter, and demonstrate diversity beyond the traditional ivory tower. Follow them, cite them, interview them, and reach out to them.
The world has changed and teaching has changed. One thing hasn't changed: The importance of learning and the frustration of forgetting. Here are 5 new resources and downloads, all free, all by cognitive scientists, all to empower you to unleash the science of learning.
Want a quick way to access classroom research on retrieval practice? Download our database of 50 experiments and read a detailed literature review by cognitive scientists.
Lots of students use flashcards. But using flashcards doesn't guarantee they're using retrieval practice. In fact, students could be wasting their time. This week, we share three research-based tips to make flashcards more powerful. Help students study smarter, not harder.
Whether you teach at an elementary school or a medical school, you've probably heard of the instructional strategy, think-pair-share. Don’t skip the “think” step! 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.
How can we use retrieval practice to break up our lessons, quickly and easily, without pausing to facilitate class discussion or collect papers? Use a retrieval strategy we simply call "Two Things," a no-quiz activity for your classroom.
With the end of the semester within sight, we feature a small strategy that makes a big impact on student learning – based on decades of cognitive science research. In scientific lingo, we call it "free recall."
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