How Do You Know What You Know?
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?
Category: Classroom Strategy
Growing a Brain Dump
How can growing a brain dump lead to more efficient and effective study habits?
Going Goal-Free During Formative Assessment
How can removing goals during assessment lead to better thinking with/about class material?
Recall or Recognition Questions When Retrieving?
When reviewing, should recall or recognition questions be provided for students to answer?
An “Ah-Ha” Moment with Spaced Practice in the Classroom
I was recently given the perfect chance to show my students how powerful spacing practice can be on retrieval of material.
Practicing to Boredom in the Classroom
Maybe boredom, when used as an indicator of learning, can be quite useful in the classroom.
Two Simple ‘Add-ons’ to Get More Out of Formative Assessment
Two simple strategies that are easily applied across a wide range of classes.
From Unknown to Known in the Classroom
How can analysis of formative assessment lead to more deliberate studying and more efficient and effective study habits?
Retrieval Practice in the Collaborative Setting
How are the benefits of retrieval practice affected by the collaborative setting?
GUEST POST – Regulating the Routes to Knowledge: The Traffic Light Review
A simple activity students can utilize to assess their learning and direct their studying.