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



Posted in L&B Blog | Tagged | Leave a comment

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



Posted in L&B Blog | Tagged , | 2 Comments

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



Posted in L&B Blog | Tagged , | Leave a comment

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



Posted in L&B Blog | Tagged , | Leave a comment

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



Posted in L&B Blog | Tagged , | Leave a comment

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



Posted in L&B Blog | Tagged , | Leave a comment

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



Posted in L&B Blog | Tagged , | 2 Comments

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 , , | Leave a comment

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



Posted in L&B Blog | Tagged , , | Leave a comment

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 , , , | Leave a comment