Let’s clear up some common misunderstandings about retrieval practice.
There’s evidence to support the use of diminishing cues retrieval practice in place of standard retrieval practice.
How does retrieval practice affect student’s perceived test anxiety?
How does stress impact the recall of information encoded via retrieval practice?
Disclaimer: I am not asserting the brain should be worked out like other muscles of the body. Thank you. When discussing retrieval practice, it is easy to focus on the ‘retrieval’ aspect of the learning strategy. It is much more interesting, I believe, to consider the neurological and biological side of the topic in relation to… Continue Reading →
Let me put all the cards out on the table: I am a big believer in using researched/proven learning strategies to improve retention of classroom material. I have applied strategies in my high school Advanced Placement Psychology classes and seen notable improvements in three areas: Test scores Study habits Student’s understanding of their learning Improvement… 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 →
I was recently given the perfect chance to show my students how powerful spacing practice can be on retrieval of material.
I’ve written at length about many learning strategies (dual coding and retrieval practice, for example) that positively impact our student’s retention of material. Perhaps one of the toughest learning strategies to ‘show’ your students so they understand its importance is spaced practice. By definition, it can take days, weeks, or months to demonstrate its positive… Continue Reading →
Would you rather have a great explanation with no retrieval practice OR decent explanation with well-designed spaced retrieval practice and interleaving?
How can a simple modification to multiple choice questioning create a more effective learning opportunity?
Radio Appearance – Teachers Talk Radio with Mrs. Naureen Khalid
Where should teachers looking to get into the cognitive sciences start? What resources to read? Who to follow?
I’ve been stuck, lately…unable to really write anything. This is me trying to get the frustration off my chest.
How can analysis of formative assessment lead to more deliberate studying and more efficient and effective study habits?
What do I consider when met with the possibility of using new tools, gadgets, or strategies in my classroom?
Speaking and Writing If you are interested in having me speak at an event, write for your blog/website, and/or review chapters or books, please feel free to contact me at email@example.com. Topics of specialization for writing/speaking: -Implementation/application of cognitive psychology and learning strategies in the classroom (retrieval practice, spaced practice, dual coding, interleaving, etc.) -Why… Continue Reading →
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 →
I’ve written a bit about this before…homework. It isn’t a bad word. I see it discussed often on edutwitter. While I agree there is little point of elementary school-aged students working through copious amounts, I see a lot of purpose for high school students; especially those who are planning on attending college. I have a… Continue Reading →
A review/summarization of a journal article that discusses how we learn and how students should study successfully.
“ ‘I didn’t come here to tell you how this is going to end. I came here to tell you how it’s going to begin.’ – Neo” – Tom Bennett ResearchED founder, Tom Bennett, spoke these words at the conclusion of the latest researchED conference in the United States (October 7 in Brooklyn, NYC). ResearchED… Continue Reading →
I recently returned from my first researchED experience in Brooklyn; perhaps you saw the hashtag #rEDNY17 floating around twitter lately. Like a lot of education conferences, speakers presented information for which they are knowledgeable. Unlike a lot of education conferences, there was no expo or product to buy. No one wanted me to purchase the… Continue Reading →
How can homework be appropriately used to increase retention of material and foster proper study habits in students?
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 →
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 →
*The following article originally posted on the American Psychological Association’s Psych Learning Curve website on July 17, 2017: http://psychlearningcurve.org/learning-myths-vs-learning-facts/ Unless you’ve been under a rock, avoiding the most infamous jargon of education, you’ve heard the term ‘learning styles’. It has become quite the buzzword in the last decade or so and is almost said with… Continue Reading →