Lombard - M3 - Applied Learning -Evaluation by Michael Lombard

What is it?

mplomba92 — 2025-10-13 03:04:59 UTC

Retrieval practice is a strategy in which calling information to mind subsequently enhances and boosts learning (Agarwal et al.).

Application

mplomba92 — 2025-10-13 03:07:53 UTC

As I teach middle school history, there is a lot of information that students would benefit from learning. Retrieval Practice is a proven strategy to support students in doing just that. In my class, I prompt students to try recalling from memory first studying for a test, then checking their thought against the right answer.

What is it?

mplomba92 — 2025-10-13 03:14:20 UTC

This study states that students benefit from seeing the importance/personal utility of a task before they begin it. Additionally, the way this is explained to them is relevant (Watson & Busch, 2021, 57).

Applicaiton

mplomba92 — 2025-10-13 03:17:14 UTC

This study directly applies to the subject I teach as students often get bored in history class. Although it is not a panacea to boredom overall, helping students to understand why a boring lesson might be important in the unit or in their life can increase engagement, and even learning. I always write a "why" statement for how each lesson is relevant to students, but I don't always take the time to read them. Moving forward, I will change this.

What is it?

mplomba92 — 2025-10-13 03:21:58 UTC

This study shows that students are more likely to recall something if they had to think or process information themselves. Further, it was found that giving information and explaining it actually resulted in students remembering less (Watson & Busch, 2021, 60-61.)

Application

mplomba92 — 2025-10-13 03:24:58 UTC

This study has significant implications on a traditional history classroom. If students are simply told to listen to a lecture, they will only recall a small portion of it. By having them process this information themselves, they increase what makes it into their long-term memories. In the past, I have used strategies like a six-word-summary, making connections, and finding cause and effect to promote student processing.