Jul 052011
 

Student Learning: Organizing Instruction and Study to Improve Student Learning

Student Learning: US Department of Education, National Center for Education Research, Institute for Education Sciences, September 2007; Practice Guide

Overview
Much of teaching is about helping student learning;  the mastery of new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students’ studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations.

Recommendation 1: Space learning over time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Recommendation 2: Interleave worked example solutions
and problem-solving exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Recommendation 3: Combine graphics with verbal descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Recommendation 4: Connect and integrate abstract and concrete
representations of concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Recommendation 5: Use quizzing to promote learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Recommendation 5a: Use pre-questions to introduce a new topic. 19
Recommendation 5b: Use quizzes to re-expose students to information. 21
( iv )
Recommendation 6: Help students allocate study time efficiently. . . . . . . . . . . . . . . . . . . . . . . . . . 23
Recommendation 6a: Teach students how to use delayed judgment of learning
techniques to identify concepts that need further study. 23
Recommendation 6b: Use tests and quizzes to identify content that needs to be learned . 27
Recommendation 7: Help students build explanations by asking and
answering deep questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
 

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https://searchworks.stanford.edu/view/8478090

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