Desirable Difficulties

Test yourself

Performance vs Learning

Prof. Robert Bjork's research led him to conclude that high performance is not the same as learning.

A trade-off

Tasks that are easy to complete during initial practice are usually not well remembered in the future.
Information that requires more effort to understand, may lead to a bad initial performance but is often more likely to be remembered.

The difference between performance & learning

Performance is an observable metric e.g. a test result
Learning is something that should be inferred over a longer period of time.
Performance is often not a good way of measuring learning.

Cramming

Cramming can lead to rapid improvement in performance but it is often short-lived and can have little impact on learning.
It may bring short-term benefits, but is unlikely to result in long-term retention.

Desirable Difficulties

Adding desirable difficulties during instruction may lead to a lower initial performance, but can be beneficial to long-term learning.

Climbing a mountain

As Efrat Furst says:
- "Learning by testing is like choosing to climb the higher peak: It takes more will, effort and sweat but what you gain, you will not forget".

Introducing desirable difficulties

Spacing study times.
Interleaving practice.
Intermittent feedback.
Frequent low-stake quizzes.
Variable contexts and examples.

"Desirable"

Bjork highlights that not all difficulties are desirable.
The desirable ones generate memory processes that enhance learning.
Students need to be able to overcome the difficulties.
- If they are not, these difficulties are not boosting learning and become undesirable.

1Memory

1.1Memory Processing

1.1.1Overview of Memory

1.1.2Memory Processing

1.2Types of Memory

1.2.1Types of Memory

1.2.2Working Memory

2How Do We Learn?

2.1Neural Model of Learning

2.1.1Neural Model of Learning

2.1.2Desirable Difficulties

2.1.3The Forgetting Curve

3Cognitive Load Theory

3.1CLT

3.1.1CLT

3.1.2Background Knowledge

4Effective Strategies

4.1Rosenshine's Principles

4.1.1Rosenshine's Top 1-5

4.1.2Rosenshine's 6-10

4.2Dunlosky's Strategies

4.2.1Dunlosky's Strategies

4.3Dylan Wiliam

4.3.1Dylan Wiliam

4.4Daniel Willingham

4.4.1Daniel Willingham

4.5The Learning Scientists

4.5.1The Learning Scientists

4.5.2Practical Ideas

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