We talk the talk. But can we walk the walk? As cognitive scientists, we love talking about our research. Particularly when it comes to learning, which is so integral to everything we do everyday. Cognitive science research is great. But how do researchers teach? This week, read articles from three cognitive scientists about how they teach using retrieval practice, spacing, and metacognition in their own classrooms.
Read MoreNeed more hours in the day? Time is limited and learning is vast. How can we implement retrieval practice in our classrooms, but cover all our course content, too? It doesn't have to be one or the other. We provide research and recommendations on how retrieval practice doesn't require more time to transform learning. Small adjustments can make a big difference.
Read MoreHave you seen our library? Check it out! There are so many websites, articles, and books about cognitive science to explore, but it can also seem like cognitive science research is hidden under a giant rock. We want to change that. Spend 5 minutes and discover our library of resources and downloads. Always open, no reservations needed, never booked. (Not a fan of our library puns? We can only blame our shelves.)
When we talk about retrieval practice, here's one question that frequently pops up: Does retrieval practice with multiple-choice questions boost learning? Here's the quick answer, based on cognitive science research: Yes! Read on for research, recommendations, and this week's multiple-choice retrieval practice.
Read MoreRetrieval is great. But how do I get my students on board? We know that retrieval practice is a learning strategy, not an assessment strategy, but our students may feel otherwise. How can we "package" retrieval practice for our students? How can we flip retrieval practice from a negative to a positive? This week, we share research and our recommendations on reducing students' anxiety.
Read MoreSo far, we've focused on retrieval practice – improving learning by bringing information to mind. But when and how often? Is more retrieval practice better than less? This week, we feature research on successive relearning. In a nutshell, successful relearning is a combination of engaging in retrieval practice multiple times, while also spacing those retrievals out over time.
Read MoreHarness powerful teaching strategies, unleash the science of learning, and transform your classroom with resources by cognitive scientists.
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