![]() ![]() For instance, asking students to recall the main ideas from an assigned reading, from the last class meeting, or from a previous topic. Other practices that require retrieval also help students retain the material. Both teacher- and student-generated quizzes are effective, and the authors recommend students adopt a reading practice of generating possible test questions as they read and use these as a study aid. Make it Stick recommends frequent, low-stakes quizzes and other activities that require active, effortful recall. The fact that recall strengthens knowledge has been called “the testing effect” (p. 15-16).Īlternatively, on the principle that “if you know, then you can remember,” when learners adopt activities that employ active, effortful retrieval of course content, they will improve their retention of the material. They may increase familiarity with the text, but this only feels like mastery of the material ( Brown et al., pp. While doing so is relatively easy and may seem to be an efficient use of one’s time, partly because it is somewhat helpful, research shows that these are not effective learning strategies. Myth 1: Repeated exposure, easy activities, and efficient or speedy practices promote learning.įact: Retrieval practice improves knowledge and retention.Ĭommon study strategies students adopt are rereading texts and reviewing notes. We hope doing so will help you to design pedagogical strategies that promote learning that “sticks.” We will present these as countering certain widely accepted myths about learning. Here we will share the central findings of one such book we have found useful, Brown, Roediger, and McDaniel’s, Make it Stick: The Science of Successful Learning (The Belknap Press of Harvard University Press, 2014). The trick of course, is translating general recommendations into specific pedagogical practices. For those of us outside the discipline, they provide an accessible means of staying abreast of new findings as well as an opportunity to think of ways to make our teaching more effective. Every few years, a book is published for a lay audience that reports major findings in cognitive psychology related to learning or what is sometimes called the science of learning. ![]()
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