EDST1010 Week 4 Interleaved practice PDF

EDST1010 Week 4 Reading the text multiple times cements it in your memory, right? RAUNO PARRILA [email protected] Note to user: Replace this image with your own. § Right click on this Placeholder box...

EDST1010 Week 4 Reading the text multiple times cements it in your memory, right? RAUNO PARRILA [email protected] Note to user: Replace this image with your own. § Right click on this Placeholder box § Replace image § Select image and click ‘Resize image to fit in placeholder’) What does learning science tell us about effective study strategies? Five effective techniques (in order of the strength of evidence) 1. Practice testing 2. Distributed practice 3. Interleaved practice 4. Elaborative interrogation 5. Self-explanation Dunlosky, Rawson, Marsh, Nathan & Willingham (2013) 2 3. Interleaved Practice Blocking versus interleaving topics and practice? Blocking occurs when you practice one kind of problems (in math, for example) at one session, then move on the next and so on. Interleaving means that you mix the problems and move back and forth between them 3 How to do it (as suggested by your textbook authors) How to do it (as suggested by your textbook authors) How to do it (as suggested by your textbook authors) However … Computing volumes of geometric solids 8 When does interleaved practice work? Some level of initial skill necessary Does not always work – exact conditions not clear Compelling evidence that it works with related math problems and conceptual and perceptual problems that require learning to identify shared and distinct features of exemplars Only tested with primary, high school and university students Long term effect not yet clear When does interleaved practice work? Some level of initial skill necessary Does not always work – exact conditions not clear Compelling evidence that it works with related math problems and conceptual and perceptual problems that require learning to identify shared and distinct features of exemplars Only tested with primary, high school and university students Long term effect not yet clear When does interleaved practice work? Some level of initial skill necessary Does not always work – exact conditions not clear Compelling evidence that it works with related math problems and conceptual and perceptual problems that require learning to identify shared and distinct features of exemplars Only tested with primary, high school and university students Long term effect not yet clear When does interleaved practice work? Some level of initial skill necessary Does not always work – exact conditions not clear Compelling evidence that it works with related math problems and conceptual and perceptual problems that require learning to identify shared and distinct features of exemplars Only tested with primary, high school and university students Long term effect not yet clear Why does interleaved practice work? Compelling evidence that it works with related math problems and conceptual and perceptual problems that require learning to identify shared and distinct features of exemplars ― For example, learning to classify paintings to different styles, or birds à Maybe interleaving helps to learn to discriminate between problems/exemplars (and then choose the right solution) à Or maybe interleaving helps to practice recall of the solutions more often and therefore lead to better performance à Or maybe it is just a form of distributed practice? 13 Summary “On the positive side, interleaved practice has been shown to have relatively dramatic effects on students’ learning and retention of mathematical skills, and teachers and students should consider adopting it in the appropriate contexts. … On the negative side, the literature on interleaved practice is currently small, but it contains enough null effects to raise concern” [that we do not know how to use it appropriately] Dunlosky, Rawson, Marsh, Nathan & Willingham (2013, p. 44) 14 Additional reading From the authors of the textbook: Use interleaving http://www.learningscientists.org/blog/2016/8/11-1 Interleaving in classroom http://www.learningscientists.org/blog/2016/3/28/weekly-digest-3 Research summaries (Leganto, Week 4): Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013 Rohrer, 2012 Science translations (Leganto, Week 4) The Science of Learning in Scientific American Forget Cramming OFFICE | FACULTY | DEPARTMENT 15