All in Learning Scientists Posts
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.
Thirty years ago, Frank N. Demster wrote an article entitled “A Case Study in the Failure to Apply the Results of Psychological Research”. In Part 1 of this blog, I looked at the first 5 potential reasons described by Dempster in his review. In this follow-up, I look at the remaining 4 reasons.
Thirty years ago, Frank N. Demster wrote an article entitled “A Case Study in the Failure to Apply the Results of Psychological Research” (1). His case study was the spacing effect - the finding that studying information presented spaced out over time…