All in Learning Scientists Posts
Most students in my lectures take notes. Maybe they have a system that they use or they just start each lecture with a blank page. I started thinking if there is anything that we – lecturers and teachers – could do to support student note-taking in any way.
Testing sometimes gets a bad reputation. This is perhaps unsurprising in the world of standardized testing, but it has led to some misconceptions…
What happens when students read a text twice in a row or watch the same lecture video twice in a row? We know from research on retrieval practice and spaced practice that such “massed” repetition of information does little to enhance long-term learning.
This piece originally appeared in the Spring 2018 issue of Impact by The Chartered College of Teaching. You can read more about Impact here. Note the formatting of references and British English spelling was retained.
Retrieval practice, or reconstructing knowledge …
After reading a summary of the research on highlighting I became an adamant anti-highlighter (1). I mean, it was worse than re-reading in some cases. Re-reading. The standard control in memory experiments.
My post today is a personal reflection on effective feedback use. Feedback is a crucial aspect of the learning process. It helps us correct errors and improve performance in the future. However, effective feedback remains a problem in education.