Students learn better and recall more when given the impression that they will have to teach newly acquired material to others. In two experiments, participants studied some passages either in preparation for a later test or in preparation for teaching the passage to another student who would then be tested. Those expecting to teach remembered more of the material and did so in a more efficient way (Nestojko et al, 2014).
Getting ready to teach, students want to ensure that they are as proficient as possible in explaining the concept to others, so they use more metacognitive strategies (Muis et al, 2016).
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