How do our students consider their learning before, during, and after a lesson?
Can this strategy for answering multiple-choice questions improve retention of both correct and incorrect responses?
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?