All in For Teachers
What happens when students read a text twice in a row or watch the same lecture video twice in a row? We know from research on retrieval practice and spaced practice that such “massed” repetition of information does little to enhance long-term learning.
In today’s digest, we would like to highlight researchers who have spoken or written about how our memory works in order to inform a broader audience…
This piece originally appeared in the Spring 2018 issue of Impact by The Chartered College of Teaching. You can read more about Impact here. Note the formatting of references and British English spelling was retained.
Retrieval practice, or reconstructing knowledge …
After reading a summary of the research on highlighting I became an adamant anti-highlighter (1). I mean, it was worse than re-reading in some cases. Re-reading. The standard control in memory experiments.
Some of us are always punctual, whereas others seem to have more trouble arriving places on time. While cultural attitudes towards punctuality and tardiness do vary, research suggests that this behavior negatively impacts us both at work and in school.
My post today is a personal reflection on effective feedback use. Feedback is a crucial aspect of the learning process. It helps us correct errors and improve performance in the future. However, effective feedback remains a problem in education.
