Thinking about... what really makes a difference to learning (part three)

This blog is the third part in the series; 'what really makes a difference to learning'. Part one can be found here and part two here. 

This series outlines the research I have conducted into learning. I have collated and summarised the research into nine easily digestable 'rules for learning'. This blog outlines rules 4-6. 

Rule 4 – Pupils need more tests!

Generally, tests are considered for assessment purposes only. Teachers, in the main, have a negative perception of testing due to the significant increases in the number of tests that pupils now have to take during their school careers. However, they turn out to actually be one of the most effective tools for learning; quizzing and low stakes testing are crucial to optimise learning.

Testing has to be thought of as in a pedagogical sense. Testing, when used this way, engages learners in practicing recalling memories (information learnt). ‘The act of retrieving a memory changes the memory, making it easier to retrieve again later’. Repeated recall appears to help memory consolidate into cohesive representation in the brain to strengthen and multiply the neural routes by which the knowledge can later be retrieved. Research proves that practicing retrieval makes learning stick far better than re-exposure.

Retrieval practice is one of the most successful strategies for learning and the more effortful the retrieval the stronger the benefit. The greater the effort to retrieve learning, provided that there is high rates of success, the more learning is strengthen by retrieval. 

Rule 5 - Difficulties in learning are desirable

‘Learning is deeper and more durable when it is effortful’

The recent drive to increase the level of ‘challenge’ in lessons is an important one, but only if this challenge is focused and achievable. Teachers should take into account the expected knowledge, concepts and skills in their subject and teach just beyond this point. This way the most challenging assessment material that pupils face will not be the most challenging material they are exposed to.

Memory is the residue of thought and therefore challenges should ensure that pupils are thinking about subject content.

Rule 6 – Forgetting is the key to remembering

Forgetting does not mean information is lost but rather it is inaccessible as a result of disuse. However, it does remain in memory. Considering this forgetting is actually a desirable and important part of learning. As information is forgotten, retrieval strength decreases. When the information is presented again additional levels of learning are achieved. The struggle to recall the information improves connections within memory which leads to greater storage strength. 

Space Out Retrieval Practice 

It is important to leave a considerable amount of time between sessions of retrieval to take advantage of forgetting.

The misconception is that massed practice can lead to embedding something into long-term memory. Although this might lead to increased performance it is not conducive to learning. This is because when retrieval strength is high additional study has no effect on storage strength. When ideas have been forgotten the effort to recall them reconstructs the learning from long-term memory and makes the idea more memorable and connects it to other knowledge more recently learnt.

Mix it Up

Blocked practice where by an individual masters one type of problem before progressing onto another type of problem feels more productive. However, the mixing up of problems increases the ability to discriminate between different types of problems, helps to better spot the underlying structure of a problem and improves transfer in a later test.

In my next post I will present the final three rules (rules 7 and 8).