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Retrieval practice is a powerful research-based strategy that boosts learning by pulling information out of students' heads, rather than cramming information into students heads. It's a no-stakes learning opportunity that is flexible and quick, with a huge impact on long-term student achievement.

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Retrieval Practice: A Powerful Strategy for Learning - Retrieval Practice

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With retrieval practice, focus on getting information OUT of students' heads. Challenging learning creates powerful long-term learning.

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Subscribe to our Podcast!

Go to our show on iTunes or wherever you get your podcasts.

RSS feed: http://www.learningscientists.org/learning-scientists-podcast/?format=rss
References:
(1) Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837-848.

(2) Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179-187.

(3) Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107, 900-908.

(4) Carter, C. E., & Grahn, J. A. (2016). Optimizing music learning: Exploring how blocked and interleaved practice schedules affect advanced performance. Frontiers in Psychology, 7.

(5) Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367.

(6) Li, N., Cohen, W. W., & Koedinger, K. R. (2012, June). Problem Order Implications for Learning Transfer. In ITS (pp. 185-194).

(7) Hausman, H., & Kornell, N. (2014). Mixing topics while studying does not enhance learning. Journal of Applied Research in Memory and Cognition, 3, 153-160.

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Episode 8 - Interleaving - The Learning Scientists

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This episode was funded by The Wellcome Trust . Show Notes: Over the past few decades, cognitive psychologists have found evidence for the following 6 strategies for effective learning: Spaced Practice Retrieval Practice Elaboration Interleaving Concrete Examples Dual Coding To

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Students at the Core

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Day 6 Culturally Responsive Teaching and the Brain

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Day 6 Culturally Responsive Teaching and the Brain

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Buy as Gift Add to wishlist

A bold, brain-based teaching approach to culturally responsive instruction

To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation-until now.

In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

About the author

Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years. She teaches as a lecturer at St. Mary's College's Kalmanovitz School of in Moraga, California.

In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC). She has trained instructional coaches in reading development, especially targeted at students of color and English learners. She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.

Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education.
She also writes the popular ready4rigor.com blog. Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family.

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Education / Bilingual Education

Education / Multicultural Education

Eligible for Family Library

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond - Books on Google Play

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students - Ebook written by Zaretta Hammond. Read this book using Google Play Books app on your PC, android, iOS devices.

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Do you hear people use unfamiliar tech terms, but are too embarrassed to ask what they mean?

Are you unsure about the best ways to use technology in your classroom to actually enhance student learning, rather than distract from it?
Do you wish someone would just organize all the options and explain them to you in really simple language?

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A user-friendly encyclopedia of tech, made especially for teachers.

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Summary: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.

Originator: Richard Mayer (1947-)

Key terms: dual-channel, limited capacity, sensory, working, long-term memory
Cognitive Theory of Multimedia Learning (Mayer)
The principle known as the "multimedia principle" states that "people learn more deeply from words and pictures than from words alone" (p. 47)[1]. However, simply adding words to pictures is not an effective way to achieve multimedia learning. The goal is to instructional media in the light of how human mind works. This is the basis for Mayer's cognitive theory of multimedia learning. This theory proposes three main assumptions when it comes to learning with multimedia[2]:

1. There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory);

2. Each channel has a limited (finite) capacity (similar to Sweller's notion of Cognitive Load);

3. Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge.

Humans can only process a finite amount of information in a channel at a time, and they make sense of incoming information by actively creating mental representations. Mayer also discusses the role of three memory stores: sensory (which receives stimuli and stores it for a very short time), working (where we actively process information to create mental constructs (or 'schema'), and long-term (the repository of all things learned). Mayer's cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs. Furthermore, Mayer underscores the importance of learning (based upon the testing of content and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge.

Design principles including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory[3][4].

For more information, see the following recommended resources:

Richard Mayer's book: Multimedia Learning
The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology)
References

1. Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.

2. Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.

3. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?.Educational psychologist, 32(1), 1-19.

4. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.

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Cognitive Theory of Multimedia Learning (Mayer)

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Summary: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.

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Ted Talk by Josh Foer

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Feats of memory anyone can do | Joshua Foer

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Ted Talk by Garr Reynolds

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Story, Imagery, & the Art of 21st Century Presentation: Garr Reynolds at TEDxKyoto 2012

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Presentation Guru Garr Reynolds masterfully blends humor, personal vignettes and professional speaking advice to create a spellbinding example of public speaking magic. Garr Reynolds Presentation guru At the heart of any truly successful company is the ability to communicate effectively with the customers.

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Problem based learning

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Day 4  Metacognitive Teaching Strategies

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Day 4  Metacognitive Teaching Strategies

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This infographic helped to synthesized the readings. As a learner, images often help me process complex ideas.

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The Reflective or Reactive Brain - Which One Wins?

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Dr. Judy Willis shared research about how the brain learns that should be informing educators and parents. She offered another way to think about the

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I have been enrolled in this Couresa offering for quite a while but this week I took at look at the resources again and will peruse when I am completed this course. I have procrastinated on this but maybe this is timely. Maybe I wasn't ready to do this until now?

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Learning How to Learn: Powerful mental tools to help you master tough subjects

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Offered by Deep Teaching Solutions. This course gives you easy access to the invaluable learning techniques used by experts in art, music, ... Enroll for free.

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Day 3 - Small Teaching: Everyday lessons from the Science of Learning

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Day 3 - Small Teaching: Everyday lessons from the Science of Learning

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At our college, we have a Teaching & Learning book club which I help to facilitate. James Lang's book is our next read - so timely. Just reviewed the first chapter and it links to the day 3 learning in this course. Coincidence?

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In Small Teaching: Everyday Lessons from the Science of Learning (March 2016; $27.95; Cloth; ISBN: 978-1-118-94449-3; Jossey-Bass, a Wiley brand), James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference-many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example:

How does one become good at retrieving knowledge from memory?

How does making predictions now help us learn in the future?

How do instructors instill fixed or growth mindsets in their students?

Small Teaching fills the gap in higher education literature between the primary research in cognitive theory and the classroom environment. While other books provide research without concrete examples or simply introduce radical theories that ultimately are not useful in the classroom, Small Teaching offers simple interventions that can be integrated into pre-existing techniques as well as clear descriptions of how to do so. The term "small teaching" refers to an approach that seeks to spark positive change in the classroom through small but powerful modifications to course design and teaching practices. A small teaching approach or activity may take one of three forms: brief classroom or online learning activities, one-time interventions in a course, or small modifications in course design or communication with students.

Each chapter of Small Teaching introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small Teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.

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Small Teaching: Everyday Lessons from the Science of Learning

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In Small Teaching: Everyday Lessons from the Science of Learning (March 2016; $27.95; Cloth; ISBN: 978-1-118-94449-3; Jossey-Bass, a Wiley brand), James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference-many of which can be put into practice in a single class period.

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This short article succinctly describes how neuroscience has informed the UDL guidelines