How can growing a brain dump lead to more efficient and effective study habits?
How can removing goals during assessment lead to better thinking with/about class material?
When reviewing, should recall or recognition questions be provided for students to answer?
I was recently given the perfect chance to show my students how powerful spacing practice can be on retrieval of material.
Maybe boredom, when used as an indicator of learning, can be quite useful in the classroom.
Two simple strategies that are easily applied across a wide range of classes.
How can analysis of formative assessment lead to more deliberate studying and more efficient and effective study habits?
How are the benefits of retrieval practice affected by the collaborative setting?
A simple activity students can utilize to assess their learning and direct their studying.