Retrieval practice uses strategies to test and boost students’ recall of information from memory; spaced learning involves distributing learning and retrieval opportunities over periods of time; interleaving involves switching between different ideas or problems within the same lesson.
Our experts define what these approaches looks like in the classroom and discuss the evidence and reasoning behind them.
We consider what kinds of activities work best, what to avoid, and offer tips on getting started. We look at key aspects like test difficulty, effective feedback, and addressing misconceptions.
We discuss how we can create the gaps required for spaced learning (it’s easier than you think!), how memory works, how many times students should encounter and recall information, and the “value-added” of interleaving (including which subjects or teaching objectives it best supports).
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
Unlimited access to news, best practice articles and podcast
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here