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Tag Archives: retrieval practice
Beyond Retrieval Practice: The Benefits of Student-Generated Questions
Is it better to have students ANSWER questions or to ASK question? Recent research from Germany provides a helpfully specific way to think about study strategies. Continue reading
The Neuroscience of Retrieval Practice
We know THAT retrieval practice helps students learn. It would be really cool to know what difference it makes in the brain. Well, we’re starting to learn… Continue reading
What Do Teachers Get Right About Cognitive Science?
A new report from Deans for Impact offers us valuable insight into teachers’ understanding — and misunderstanding — of cognitive science. Continue reading
Are “Retrieval Practice” and “Spacing” Equally Important? [Updated]
A recent study with college precalculus students helps us understand: is retrieval practice more important than spacing? Continue reading
Retrieval Grids: The Good, the Bad, and the Potential Solutions
“Retrieval grids” promote retrieval practice — that’s good! But they might lead to working-memory overload — that’s really bad. Happily, we might be able to solve this problem… Continue reading
Can Multiple-Choice Tests Really Help Students?
Surprise: a well-designed multiple choice question might in fact help students. Why? Because it requires extra retrieval practice to sort out all the answers. Continue reading
Study Advice for Students: Getting the Specifics Just Right
To get the best benefits from “retrieval practice,” teachers can try this strategy to reassure and motivate nervous students. Continue reading
The Best Teaching Book to Read This Summer: Powerful Teaching
Powerful Teaching, by Agarwal and Bain, combines research and practical classroom strategies. The result: an ideal book for teachers who want to improve our practice. Continue reading
Posted in Book Reviews, L&B Blog
Tagged classroom advice, long-term memory, retrieval practice
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A Rose by Any Other Name Would Smell as Confusing
All too often, psychology discussions use confusing — or worse, deliberately cheerful — terminology. Teachers should seek out direct and neutral terms to simplify and clarify our discussions. Continue reading
Meet Blake Harvard, “Effortful Educator”
An interview with Blake Harvard: high-school psychology teacher, and Effortful Educator. Continue reading
Posted in L&B Blog
Tagged boundary conditions, classroom advice, coaching, retrieval practice
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