Distributed practice refers to reviews that take place after some time from the original learning event, as opposed to reviews that occur immediately following the original learning event (termed massed practice).
Cognitive and educational psychologists have uncovered a great deal of information about the mind, brain, memory and learning. Some of this research has found its way into practice through educational materials; however, few have been directly translated to practitioners and students. One exception is retrieval practice: the practice of retrieving information from memory.
We know that PBL can be a powerful tool to eliminate achievement gaps and help students of all backgrounds develop critical 21st-century learning skills that prepare them to thrive. But how do we ensure that PBL is accessible to all learners?
Two techniques – practice testing and distributed practice – were found to be highly effective. Three more – interleaved practice, elaborative interrogation, and self-explanation – were found to be moderately effective. Others, such as rereading and highlighting, were found to have “low effectiveness.”
CIRCL gathered 22 scientists to report on emerging research-based designs, ideas, and progress related to cyberlearning (research projects that investigate emerging technology and emerging learning sciences)
Keeping students motivated is a challenge for educators and parents alike. By now you’re probably familiar with popular strategies such as grit and growth mindset, which are effective but not entirely foolproof in their abilities to enhance student motivation. For example, grit has received criticism for romanticizing hardships (1), while growth mindset is ineffective when implemented incorrectly. One lesser known strategy that can further improve these interventions is purpose for learning.
How can you get the best out of your teachers and improve student learning? Edutopia’s research analyst explains some of the best practices found by researchers to help ensure educator growth and success.