training - layer 1
| increase the duration of long term memory | effectively increase working memory capacity | |
|---|---|---|
| theory | ||
timely practice |
Summary of pertinent research
Rohrer and Taylor did research on the efficacy of overlearning versus retrieval practice
- overlearning
- what: continue to practise one or more similar questions (once the learner has answered at least one question correctly),
- when: directly after teaching i.e. within the same lesson.
- retrieval practice
- what: continue to practise one or more similar questions (once the learner has answered at least one question correctly)
- when: some time (a few hours, a few days, a few weeks) after the lesson (the more highly attaining the learner, the longer the wait can be)
The research was on the maths learning of some students (not studying maths) in a U S college learning.
I've summarised what they discovered and shown how timely practice uses this research to improve the learning of low attaining learners in maths lessons - see the mp4 below.
After teach-learn and practise-learn of 10 questions - the learners score 32% when tested after 4 weeks
After teach-learn and practise-learn of 5 questions, waiting a week another teach-learn and practise-learn of 5 more questions - the learners score 64% when tested after 4 more weeks.