6 Strategies for Effective Learning

Having worked in the tutoring space for almost a decade now, I've become more and more convinced that those tutors who are aware of how the learning process actually works, can provide better support to their students by helping them learn better and consolidate knowledge and memories more effectively.

With the intention of helping fellow tutors gain a deeper understanding of how their students learn, and help them make the make any necessary adjustments to enhance their students' learning; I've written a summary of six research-backed strategies from educational neuroscience and psychology that can be highly effective if incorporated into the tutoring practice (some might already be using these strategies without even knowing it!).

Spaced learning

Research has shown that a spaced distribution of study repetitions over a period of time is more effective than 'massing' repetitions in a single session. In other words, studying the same information for the same amount of time, but spaced out over time, leads to better retention compared to studying the same information repeatedly in a single study session.

To help students take advantage of the spacing effect, tutors can suggest scheduling study sessions on days that differ from the days when they meet for tutoring. For example, if they meet on Saturdays, their students could schedule revision work for Mondays and/or Wednesdays.

It's worth noting that the spacing effect applies to repeating the exact same information multiple times, rather than studying different materials in one long session.

Interleaving

Interleaving is a study strategy in which different ideas, problem types, or topics are tackled in a sequence, as opposed to repeatedly attempting multiple versions of the same problem (known as blocking). For example, in a math study session, students could interleave different problem types, such as adding, multiplying, and dividing fractions, or calculating the volume of different 3D shapes (as opposed to a single shape).

By switching between different problem types, students can learn to choose the right method for solving each problem type, rather than just memorising a single method in isolation. Further, another type of interleaving involves alternating between attempting a problem and viewing a worked example or model answer, rather than simply blocking study first and then attempting to answer problems after.

Retrieval Practice

The practice of retrieving previously learned information (essentially reactivating inactive stored memories and returning them to the working memory) is a powerful way to enhance learning, strengthen memory, and improve the application of existing knowledge to new situations.

Furthermore, the effectiveness of the retrieval practice depends on the success of the retrieval process itself. Namely, if the success rate in retrieving information is extremely low, it is unlikely to improve memory. On the other hand, if the retrieval exercise guarantees successful retrieval without much effort, then it may also not be effective in strengthening memory. Therefore, it is important to balance the success of retrieval with the overall difficulty in retrieving the information in order to achieve better outcomes.

Implementing retrieval practices can be relatively easy, and tutors can use a variety of techniques to encourage students to retrieve information from memory. For example, tutors can ask students to put their notes away and write everything they know about a given topic. Alternatively, tutors can generate informal, low-stakes practice tests to help students exercise retrieving, or they can ask students to create concept maps from memory.

Elaboration

Elaboration involves intentionally connecting pre-existing knowledge with new information in order to create a deeper understanding and better retention of a given material. In other words, elaboration is the process of engaging with information on a more meaningful level, which in turn can enhance its memorability.

One effective strategy for elaboration is called "elaborative interrogation," where students ask questions about the material they are studying, such as "how?" or "why?" (I've done this with my students ever since I can remember - good to know neuroscience backs it!), and then attempt to answer those questions by drawing upon their prior knowledge and analysing the new material more deeply. The process of working through the answers to those questions, even with some uncertainty or difficulty, can reinforce learning and improve retention.

Concrete Examples

Providing supporting information can significantly enhance students' ability to learn and comprehend key ideas and concepts. By using concrete examples to supplement the material being taught, tutors can make complex or abstract ideas more accessible and memorable.

Incorporating concrete examples into the learning process offers several benefits: they can succinctly and effectively convey information, provide more tangible details that are easier to retain, and capitalise on the superior memorability of visual aids compared to words, thereby facilitating better retention.

Moreover, research has shown that information presented in a more concrete and imageable format enhances the learning process by enabling students to establish associations and connections with prior knowledge, even when the content being taught is abstract.

It's worth noting that providing concrete examples during instruction is intended to improve the understanding and retention of related abstract concepts, rather than the concrete examples themselves being remembered better.

Dual Coding

Dual coding theory suggests that providing multiple representations of the same information, namely, text being accompanied by visual information, can enhance learning and memory. Further, research suggests that verbal and imaginal 'codes' (a code stands for a distinct mode of representation of a concept) have independent and additive/complementary effects on memory recall. Therefore, it is recommended that tutors and other educators take advantage of dual coding by ensuring that the verbal content they impart is accompanied by visual representations whenever possible.

Conclusion

Tutoring can present many opportunities to apply the strategies outlined above in order to help students enhance their learning and memory.

In general, spacing can be particularly potent if it is combined with a retrieval practice. Interleaving naturally entails spacing, for example, if students are interleaving old and new material. And concrete examples can make use of verbal and visual materials and as a result take advantage of dual coding.

Finally, elaboration, concrete examples, and dual coding, all work best if conducted as part of a retrieval practice. For example, creating concept maps from memory (as opposed to looking at course materials), asking questions such as "how" or "why" (elaboration) and then attempting to answer those questions from memory; and when interleaving different concept or question types students should try and answer them rather than looking over worked solutions.

Reference: https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-017-0087-y

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