It is hard for teachers to fully control a classroom when there are often many different types of disruptions. Professor John Dunlosky studies effective learning strategies that do not require extra finances or expensive technology. In addition the strategies need to be adaptable to a wide variety of classroom environments. They tested several different methods.
He is trying to figure out what few strategies could actually make a big difference for learners, and which ones are wastes of time.
The first method is Retrieval practice which places emphasis on frequent low stake quizzes that does not affect a student’s grade and allow for easier recall and better retention of information. Distributive practice focuses on spreading out practice over time and avoiding learning a subject and quickly moving on. Successive relearning is a combination of these two methods and proves to be a powerful memory aid. In studies successive relearning increased memory retention significantly. However though these methods are effective they are rarely practiced in the classroom and thus students fall prey to bad study habits. Integration of these methods allows student a leg up in their study habits and knowledge retention.
Key Takeaways:
1
There is a serious disconnect between the application and science of education.
2
Professor John Dunlosky is working to see which educational theories actually work in the classroom.
3
This could prove to make education research much more useful for instructors.
Read the full article here:
http://www.readingrockets.org/news/why-teachers-should-help-students-learn-effective-study-strategies
http://www.readingrockets.org/news/why-teachers-should-help-students-learn-effective-study-strategies
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