Tagged: Interleaving

How has the introduction of department-wide interleaving affected students’ rates of learning?

Two years ago we took the decision to introduce department-wide interleaving (and spaced practice) through the introduction of Numeracy Ninjas, weekly skill quizzes (on a mixture of topics) and delayed end-of-unit testing. This was in response to our learning about Desirable Difficulties and the impact university laboratory studies had shown these can have on learning. For more information about Desirable...

A week working at UCLA in the Bjork Learning and Forgetting Lab

Dear readers, Over the summer I was privileged to visit UCLA in Los Angeles to work with a number of educational researchers looking into how cognitive science can be used to improve teaching. In a highly stimulating week I learned about both the historical and contemporary research findings relating to our thrusts and was also able to share some of...

Building interleaving and spaced practice into our pedagogy

This post builds on the conclusions I reached in the post Forgetting is necessary for learning, desirable difficulties and the need to dissociate learning from performance. Make sure you’re up to speed with that post before reading on. In my department we have historically done blocked practice from year 7 to mid-year 11 and then switched to interleaving from Christmas...

Forgetting is necessary for learning, desirable difficulties and the need to dissociate learning and performance

How many questions should I give students to work on after my instruction? Should I group all the questions together or space them over time? Should I ‘block’ questions on the same topic together or should I mix them with questions from other topic areas? Is ‘over-learning’ an efficient strategy for boosting student outcomes? Should I always be using high-frequency formative...