I was recently given the perfect chance to show my students how powerful spacing practice can be on retrieval of material.
An “Ah-Ha” Moment with Spaced Practice in the Classroom
Easy Application of Spaced Practice in the Classroom
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 →
Promoting Metacognition with Retrieval Practice in Five Steps
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 →
Speaking/Writing/Advising
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 abharvard@gmail.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 →
2 Evidence-Based Learning Strategies
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 →
Simple Activity to Prepare Homework in the Classroom
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 →
Why Isn’t researchED More Popular in the US…Yet?
“ ‘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 →
Color Coding Recall Attempts to Assess Learning
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 →
Learning Myths vs. Learning Facts
*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 →
Are Our Teaching Methods Hindering Our Learners?
As I begin a new semester, part of the unwritten curriculum that I attempt to instill in my students is learning strategies. So often, my Advanced Placement students graduate, attend college, and are quickly met with their inability to properly study. I believe they are great a memorization, and therefore coast through high school…. Continue Reading →
The Elusive Effect of Font Disfluency on Problem Solving
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 →