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Brown, P., Roediger, H., & McDaniel, M. (2014). Make It Stick. Cambridge, MA; The             Belknap Press of Harvard University Press.

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My adult learners who were getting their GED for example, were able to take a math concept and apply their background knowledge of the concept to a new concept.  If they knew how to add, then they would take that skill and be able to use it when multiplying numbers.

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Varied practice improves your ability to transfer learning from one situation and apply it successfully to another.

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I can identify with most teachers. Teachers do not use this method very often. My students feel as though they are still defeated because once they learn a new concept and are told they would be learning something new, they feel unsure of themselves. They are not ready to move on.

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Students find the interleaving practice very confusing because as soon as they learn something new, they are forced to switch to something else.

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Students cram for exams all of the time; as well as myself.  We can remember what we just studied just enough for the sake of the text, but what we really have is short term memory. The information does not stick as long to our memory and what we get is short term memory.

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Cramming for exams is a form of massed practice.

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Repetitive review and reading bores my students. If I simply have them practice retrieval, then they can be more successful understanding a new concept and apply what they already have learned.

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Retrieval practice is a more powerful learning strategy than repeated review and reading.

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D. Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base.

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Teachers can spot gaps and misconceptions and adapt instruction to reteach skills.

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Students are able to use other means of testing besides formal and informal testing. I like to give my students an opportunity to create something such as their own flashcards, a skit, or dialogue to show mastery.

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Students can practice retrieval at any given point in class.

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When my students are made aware of an upcoming test, they will make an effort to be in class.  In the beginning of every lesson, my students are informed of an upcoming quiz at the end of class and that helps them stay alert in class and attentive to what is being learned.

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Classroom testing helps with student attendance and increase attentiveness.

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C. Model personal and professional reflection to extend student learning and school improvement.

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Students who are quizzed discover what they know and do not know about a topic.

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Students who were in class to take a quiz that I have given them right after the lecture or practice activity, are more than likely to retrieve information versus a student who was not in attendance to take the quiz. Once the unit test is given, students who took the quiz have a better chance to do well and use the retrieval process for mastery.

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Students who have been quizzed have a double advantage over those who have not.

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This is true when you have students answer short answer responses. My students have to use their critical thinking skills when answering writing prompts and cite textual evidence to support their analysis.

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The more cognitive effort is required for retrieval, greater retention results.

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As an English teacher, I want my students to be able to write fluently and use writing strategies that will enhance their writing with purpose. Using multiple choice questions does not help with retrieving information nor do they help with effective mastery.

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Tests that require short answer responses are more effective than simple recognition tests that are multiple choice responses.

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Standard 3:  Content and Curriculum Expertise

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Standard 3:  Content and Curriculum Expertise

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C. Develop relevant, rigorous curriculum.

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Education should be about high-order skills.