2.1.2
The Importance of Spacing Learning
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The Importance of Spacing Learning
Typically, we check for pupils’ understanding during and/or at the end of a lesson. But the information pupils have received at this point in the lesson is likely to still be in their working memory.
Bjork's theory of disuse
- Bjork’s theory of disuse gives an explanation of the benefits of spacing
learning, indicating that the memories we encode have both a retrieval and storage strength.
- For example, pupils will often mention to me after an assessment that they revised for it and thought they knew the concepts and processes, but when it came to completing the assessment, they say their minds went blank.
The disadvantage of cramming
- This is because the process of cramming information in a short space
of time causes the information to be lost at a faster rate. This is because it has a high retrieval strength and low storage strength.
- Retrieval strength is how easily a memory can be recalled.
- Storage strength is how well a memory has been encoded into our mind.
Contextual example
- When something is well learnt – for example, your mobile number – it has a high retrieval and storage strength. You know it well and can easily recall it when required to do so.
- In comparison, when buying a new house, the postcode of your new address may have a high retrieval strength but a low storage strength.
Improving strength of learning
- When teachers demonstrate to pupils how to space their learning repeatedly over a set period of time rather than cramming, the strength of learning can be improved.
1‘C’ - How Can Knowledge be Effectively Condensed?
1.1'C' - Condense
1.2Strategies for Condensing
2'R' - How do we Generate Reflective Learners?
2.1Research on Memory
2.2Timings for Reviewing Previously Learnt Material
2.3Strategies for Generating Reflective Learners
3‘A’ - Using Assessment as a Responsive Tool
3.1Formative & Summative Assessments
3.2Determining Whether Learning has Taken Place
3.3Strategies for Assessing Student Learning
4'F' & 'T' - Precise Feedback to Feedforward
4.1Giving Effective Feedback
4.3Strategies for Providing Feedback
Jump to other topics
1‘C’ - How Can Knowledge be Effectively Condensed?
1.1'C' - Condense
1.2Strategies for Condensing
2'R' - How do we Generate Reflective Learners?
2.1Research on Memory
2.2Timings for Reviewing Previously Learnt Material
2.3Strategies for Generating Reflective Learners
3‘A’ - Using Assessment as a Responsive Tool
3.1Formative & Summative Assessments
3.2Determining Whether Learning has Taken Place
3.3Strategies for Assessing Student Learning
4'F' & 'T' - Precise Feedback to Feedforward
4.1Giving Effective Feedback
4.3Strategies for Providing Feedback
Practice questions on The Importance of Spacing Learning
Can you answer these? Complete these activities in the Seneca app to progress towards your certificate.
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