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 →
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 →
Ask A Researcher #6 – Dr. Regan Gurung
Get to know the work of Dr. Regan Gurung and close the gap between researcher and teacher.
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?
What do I consider when met with the possibility of using new tools, gadgets, or strategies in my classroom?
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 →
This article discusses the basics of cognitive load theory and how I apply this theory in my classroom.
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 →
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 →
*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 →
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 →
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 →