By Cindy Nebel
In our workshops, we often recommend that instructors start by making small changes in their teaching, instead of trying to do a massive overhaul to a curriculum or design from scratch. One possible way that an educator may choose to incorporate retrieval practice into their classroom is to simply stop and ask questions throughout a traditional lecture. By asking students questions, they will all be in engaging in retrieval practice without the instructor taking too much time out of their class to develop or grade quizzes. But is that enough? In today’s post, I review a study that asked just that question and has implications for student group work as well.
In this study (1), Magdalena Abel and Henry Roediger had students study Swahili vocabulary words in pairs. First, both students sat at a computer while the Swahili word was presented with its English equivalent (study phase). Some of the words were …
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It’s a fairly well established principle of cognitive science that experts and novices think differently. Being aware of these differences can make a big difference to teachers. For instance, if we assume that most children in most situations are likely to begin as novices this could help point the way to more effective instruction. Here’s a summary of some of the main differences between experts and novices.
One of the most interesting findings to come out of the research into Cognitive Load…
View original post: When do novices become experts?