Monthly Archives: August 2014

Elaboration and generation

This is part four in a series of posts covering insights from cognitive science into teaching and learning, and in particular the strategies that can lead to stronger retention and deeper learning. In this post I cover elaboration and generation. What … Continue reading

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Interleaving and variation

In my last post I discussed the benefits of spacing out study, however another potent alternative to massed practice is interleaving, which involves mixing up the order of materials across different topics. This will impede performance during initial learning but boost … Continue reading

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Spaced out

I am sure that we are all familiar with massed practice, or as it’s called before exams, cramming. The night before the exam we spend hours reading over our notes, gaining familiarity and fluency with their contents and the next … Continue reading

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Please sir, can we do more tests?

What are the most effective learning strategies?  Look the following 10 learning strategies. By yourself, or with colleagues, put them in order of what you believe to be their effectiveness for helping students learn. Interleaved practice: implementing a schedule of … Continue reading

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