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More Effective Education

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By: Sophia Berridge

Table Of Contents

1- Schools Can Teach More Effectively


2- The Spacing Effect


3- Reviewing


4- Quizzing


5- Active Learning


6- Self Referencing

Table Of Contents

1- Schools Can Teach More Effectively


2- The Spacing Effect


3- Reviewing


4- Quizzing


5- Active Learning


6- Self Referencing

Schools Can Teach More Effectively

Schools are made to teach information long term, but studies show that some ways of teaching that are not used a lot can be very effective! This information can not only change our teaching, but most studying approaches! Studies show that methods such as cramming are bad in comparison to techniques such as spacing!

Even though the spacing effect is not as good as traditional cramming quickly after the studying, students who use it are much more likely to retain the information longer, which is overall the whole point of learning it. The spacing effect can help you study anything from facts, to math problems, or even motor skills.

Reviewing

The Spacing Effect

You've probably been in a situation where you had to study, memorize content, or just learn something! Well there's a good chance you just crammed it all into one night. You might think that it didn't matter if you spaced out your studying or not, even if you studied for just as long, but it turns out it does! The "spacing effect" is one of the most well proven teaching hacks today, and is best if you split up study time at least a week apart.

Reviewing older material is linked directly to the spacing effect, and can be really helpful! The best way to do this is to dedicate a small portion each day (or each class) reviewing older material from say, a week ago. A method called "direct instruction" uses ninety percent of every class day to review older materials, and it works! So in the end, cramming is not your best option.

Even though the spacing effect is not as good as traditional cramming quickly after the studying, students who use it are much more likely to retain the information longer, which is overall the whole point of learning it. The spacing effect can help you study anything from facts, to math problems, or even motor skills.

Reviewing

Reviewing older material is linked directly to the spacing effect, and can be really helpful! The best way to do this is to dedicate a small portion each day (or each class) reviewing older material from say, a week ago. A method called "direct instruction" uses ninety percent of every class day to review older materials, and it works! So in the end, cramming is not your best option.

Quizzing

Quizzing can be a very effective method for studying and teaching, simply because it requires you to think information rather than just getting it in one ear, where it soon goes out the other! Research shows that quizzing can be a very good way of studying. And surprisingly, just like the spacing effect is better at retaining information longer. Also, quizzing yourself seems to be better than having a peer to so. So flashcards may be a lot more helpful than you first thought.

percent higher than that in active learning classes. It is also best if you put the students in small groups and make sure they're working together. But studies show that more inexperienced students will work better with a more structured environment rather than just telling them to figure it out.

Self Referencing

Active Learning

The self-reference effect is pretty simple, humans are obsessed with themselves, so if they thing something is related to them, it begins to matter more to them. Try asking your students how the material you're learning is related to them or their lives, or even the class in general! This will motivate your students to put more time and effort into the topic.

Active learning is pretty much letting the students learn on their own, instead of teaching answers. The best way to go about this is to pose an intriguing question, give them some idea of how to solve it, and just make sure they're doing the work! This forces students to think deeply about their knowledge on the subject, without daydreaming. In tradition lecture classes the failure rate was twelve