Strategies for Effective Learning

Spaced practice, interleaving, elaboration, concrete examples, dual coding, and retrieval practice: strategies for effective learning

The brain is highly adaptable. It has the amazing ability to change and develop, in effect, “rewiring” itself in response to different experiences. This is what happens during memory creation and retrieval, resulting in learning that is both durable and transferable - when it is nurtured correctly.  This section will provide you with tangible strategies to apply in your class to help with memory creation and long-term learning.

Over time, researchers have discovered there are six (6) primary strategies that can be leveraged to promote effective and durable long-term learning: spaced practice, interleaving, elaboration, concrete examples, dual coding, and retrieval practice.

Let’s talk about how we can use each of these strategies to support our students in our classes:

Spaced Practice

Having multiple opportunities to study or practice something at different points/times. For example, providing students with a practice activity at the start of a class that requires them to activate and apply learning from a prior class, and doing it again further into the semester.

Examples:

  1. Give a quiz at the end of a lesson, and a quick quiz on the same lesson at the start of class the next day/week.
  2. Promote studying at set intervals for weeks before an exam.

ADVANTAGES:

  • Allows for repeated checks for understanding and identification of knowledge gaps;
  • Improves "storage" strength of information through repeated access to the memory.

Interleaving

Switching between ideas or problem types while practicing or studying. For example, switching between different topics or types of questions to build connections to course content and develop students’ ability to select and use the appropriate problem-solving or critical thinking strategies.

Examples:

  1. Provide questions, or opportunities to practice, of multiple concepts during the same activity, quiz or test (e.g., addition, subtraction, multiplication, and division questions mixed up on the same practice sheet).

ADVANTAGES:

  • Promotes retrieval of the correct strategy to respond to a question, which strengthens connections and understanding.
  • Allows for better differentiation between concepts.

Elaboration

Extending concepts and understanding to apply knowledge in different contexts. For example, asking what, why and how questions (elaborative interrogation) to build connections between different topics and prior learning and experiences.

Examples:

  1. Use "elaborative interrogation" - asking "why" and "how" questions.
  2. Describe a process or solution aloud while writing or solving a problem.

ADVANTAGES:

  • Supports connection between new and prior knowledge/information, consequently improving storage strength through creation of new links.
  • Promotes deep processing & understanding of challenging concepts through application of learning.

Concrete Examples

Specific stories, pictures, analogies, and other items that illustrate a concept to support understanding. For example, using real-life examples that contain specific details to help clarify abstract or difficult to understand concepts.

Examples:

  1. Discuss real world examples of how that concept is seen/worked with/demonstrated (e.g., current events).
  2. Provide a personal story or anecdote about your own experience related to that concept/skill.

ADVANTAGES:

  • Connects an abstract, or difficult to understand, concept with prior knowledge that has understood meaning.

A note of CAUTION:

Some students will shift their focus to the example, rather than the concept, resulting in misunderstanding or encoding of the incorrect information. Be sure to draw deliberate attention back to the concept repeatedly during the example.

Dual Coding

Combining words with visual cues. For example, presenting the same information using both text and images to create two different pathways to recall information.

Examples:

  1. Encourage mind mapping (using words and pictures to “map” out a concept or linking concepts);



    (Huba, 2018)
  2. Illustrate a concept or process, such as the set-up for an experiment. It is important that labels (words) are right next to what they are describing, rather than indicated with associated numbers or letters.

ADVANTAGES:

  • Provides two ways of remembering, which creates new linkages in the memory, strengthening and improving retrieval.

A note of CAUTION:

Using too many words + pictures can result in cognitive overload. This can become a challenge with mind mapping, and even with visual lesson presentation platforms – so watch how much you put on a single presentation slide!

Death by Powerpoint is a fun TED Talk by David Phillips that can help you avoid cognitive overload when designing presentations.

Retrieval Practice

Bringing learned information back to mind from long term memory. For example, using low-stakes and practice quizzing to enhance retrieval of course content.

Examples:

  1. Offer application activities (doing, writing, drawing, telling) either alone or as part of a group, including games;
  2. Provide graphic organizers to complete (e.g., charts, tables, flowcharts, diagrams or worksheets to guide learners to retrieve information from memory);
  3. Conduct frequent small, low-stakes (or no stakes) quizzes ahead of a test.

ADVANTAGES:

  • Improves learning by strengthening memory;
  • Provides feedback on what is, and is not, known/understood.

Providing students with multiple ways of engaging with material is good teaching practice, promotes durable learning, and supports student success.

Additional Resources

References

  • Bresciani, Marilee J. The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education. Stylus Publishing, LLC, ACPA, 2016.
  • Huba, G. (2018, December 06). How to Mind Map: Demonstration of Text vs #MindMaps in Instruction. Retrieved August 12, 2020, from https://hubaisms.com/2014/01/25/demonstration-of-text-vs-mindmaps-in-instruction/
  • Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding how we learn: A visual guide. Abingdon, Oxon: Routledge.