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

1.1.1The Basics of Condensing Knowledge

1.2Strategies for Condensing

1.2.1Condensing the PowerPoint

1.2.2The Four Cogs to Expert Explanations

1.2.3Cornell Notes

2'R' - How do we Generate Reflective Learners?

2.1Research on Memory

2.1.1Semantic & Episodic Memory

2.1.2The Importance of Spacing Learning

2.2Timings for Reviewing Previously Learnt Material

2.2.1How Long and How Often to Review Material

2.3Strategies for Generating Reflective Learners

2.3.1BUG Twist

2.3.2Low-Stake Spaced Quizzing

3‘A’ - Using Assessment as a Responsive Tool

3.1Formative & Summative Assessments

3.1.1The Problem of Assessing 'On' or 'Off' Track

3.1.2Summative vs Formative Evaluation

3.2Determining Whether Learning has Taken Place

3.2.1Proxies for Learning

3.3Strategies for Assessing Student Learning

3.3.1Hinge Questions

3.3.2Exit Tickets

4'F' & 'T' - Precise Feedback to Feedforward

4.1Giving Effective Feedback

4.1.1Creating an Effective Feedback Culture

4.1.2Effectiveness of Feedback

4.2Grades

4.2.1Research on Giving Grades as Feedback

4.3Strategies for Providing Feedback

4.3.1The Language of Feedback

4.3.2'In the Moment' Feedback

Jump to other topics