Three criteria I use when deciding what material to include on retrieval practice opportunities.
Earlier today on twitter, Tom Bennett (@tombennett71) launched a small thread on assessment. You can check it out here. Essentially, he argues that testing doesn’t have to just mean an end of unit/chapter or course assessment and courses shouldn’t exist simply to focus on or teach to the test. I completely agree. I believe… Continue Reading →
In my AP Psychology classroom, most of my students are great at memorizing facts and regurgitating them on quizzes/tests. I spend a considerable amount of time introducing learning strategies to my students and incorporating them into their studying/practicing habits. I discuss this further here and here. Under the umbrella of discussing learning strategies with my… Continue Reading →
Every year, I find a different aspect of teaching to work on to be just a little bit better. What am I focusing on this year?
Having honest conversations and providing honest assessments are integral in an effective classroom.
Can this strategy for answering multiple-choice questions improve retention of both correct and incorrect responses?
Can multiple-choice questions provide opportunities for learning superior to questions requiring recall of information?
There’s evidence to support the use of diminishing cues retrieval practice in place of standard retrieval practice.
I was recently asked this question:
What advice would you give to a young adult student who can’t tell whether she knows the material?
I was recently given the perfect chance to show my students how powerful spacing practice can be on retrieval of material.
How can analysis of formative assessment lead to more deliberate studying and more efficient and effective study habits?
Would you rather have a great explanation with no retrieval practice OR decent explanation with well-designed spaced retrieval practice and interleaving?
How does retrieval practice affect student’s perceived test anxiety?
How does stress impact the recall of information encoded via retrieval practice?
How does assumption of learning affect the classroom?
How can teachers and students work to avoid assuming in the classroom?
The following article originally featured on Edutopia January 23, 2018 at the following link: https://www.edutopia.org/article/2-evidence-based-learning-strategies Spaced and retrieval practice help students retain content and give them a sense of what they know—and what they don’t. I often say to my students, “If a test is the first time you’re made to think about or with the class material,… Continue Reading →
This article discusses the basics of cognitive load theory and how I apply this theory in my classroom.
Exactly one year ago today, my first ever blog article was published by the wonderful researchers/educators, The Learning Scientists. Since that day, I’ve had the bug…the reading research-writing-learning-growing bug. It’s been an amazing journey so far. A world of education, that I never knew existed, has been exposed to me and it’s changed everything about… Continue Reading →
How can homework be appropriately used to increase retention of material and foster proper study habits in students?
Due to Hurricane Irma, I have not seen my students in four days. We are right in the middle of the most difficult unit of study for the entire year. To combat this difficulty, I make things easier…but not in the way you may be thinking. I make it easier with more frequent low-stakes assessments… Continue Reading →
Let me begin by saying that dual coding, or at least my initial understanding of this learning strategy, is completely foreign to me. I am the antithesis of creative. While others were playing with action figures and creating distant galaxies to be conquered in their mind, I was outside playing some sport. Add to this… Continue Reading →
One of the largest gaps in my students’ learning that I encounter regularly is a lack of study/learning skills. I am extremely fortunate to teach at a school that has high expectations for all and produces some amazing kids. About 90% of each graduating class attends a 2 or 4 year college/university every year with… Continue Reading →
We all fight biases. Some are learned through interactions with peers and family; others are more intuitive and somewhat unknowingly cloud our judgement. At a minimum, biases have the ability to negatively affect our perception of others’ disposition and lead to false beliefs and judgement. Biases also shape the classroom. Expectations of teachers and… Continue Reading →
By Blake Harvard Blake Harvard is a high school AP Psychology teacher at James Clemens High School in Madison, AL. He earned his B. S. and M. Ed. from the University of Montevallo. Blake has a particular passion for cognitive psychology and its application in his classroom. You can find him on Twitter @coachharvard. *The following was… Continue Reading →