Dunlosky's Strategies

Dunlosky’s Strategies

In 2013, Prof John Dunlosky ranked 10 commonly used learning strategies from the least to the most effective ones according to cognitive sciences. 10 is the least effective, 1 is the most effective.

10) Imagery for text

This technique consists of developing internal images that elaborate on the material being studied.
Dunlonsky’s research showed that the benefits of mental imagery are short-lived. The strategy also does not seem to be widely applicable.

9) Keyword mnemonic

This strategy is particularly used when learning new words or a foreign language. It involves using a keyword to represent the new term.
Research does not support the effectiveness of this technique.

8) Summarisation

Paraphrasing the most important ideas in a text can help learning. However, this technique only works after students are properly trained in how to write summaries.
Dunlosky suggests that this need for extensive training - which usually does not happen - reduces the applicability of the technique and that other less-demanding strategies should be chosen instead.

7) Highlighting

Despite its popularity, Dunlosky reports performance after reading and highlighting is not better than performance after reading only.

6) Rereading

Also a very popular technique, rereading seems to only help with knowing, but not with understanding.
That is, it improves students’ ability to recall something as old, but does not enhance their learning for that topic.

Dunlosky’s Strategies - The Top 5

Here are the five most effective learning strategies, according to Dunlosky's article.

5) Self-explanation

This strategy is used when students explain how new information relates to things they already know.
Relating novel content to prior knowledge creates new connections and facilitates the development of schemes.

4) Elaborative interrogation

This strategy involves asking and answering 'why' and 'how' questions.
This requires thinking about a subject in more depth and detail, which strengthens connections in the brain.

3) Interleaved practice

Interleaved practice means mixing up the order of questions across different topics. This is particularly effective for Maths and Sciences.
Usually, students learn strategy A, solve a series of problems that demand strategy A, then do the same with strategy B.
Interleaving would be to learn strategies A and B, and solve problems that can demand one or the other.
This way, pupils need to find out the right strategy from the problem itself, leading to a deeper understanding and better preparation for exams.

2) Distributed practice

Distributed practice is basically the opposite of cramming. Research consistently shows that studying small chunks of content spread out over time is more effective than studying long blocks of the same topic only once.
To use it successfully, students should start preparing way ahead of their exam dates and organise their time with a calendar.
In the classroom, teachers should review not only the previous lesson but also lessons from much earlier.

1) Practice testing

The most effective strategy according to Dunlosky is practice testing. It consists of studying and reviewing by answering questions and actively bringing information back to mind.
When this is done, information is reconsolidated, new connections are created, and memory and understanding are strengthened.
When reviewing topics in class, teachers should include low-stake quizzes. These can be of various types, as long as they demand active retrieval. Immediate feedback can be provided.

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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