Strategies for Deeper Learning in the Active Classroom
Symphonie Swift · June 5, 2024
Activate Prior Knowledge
Activating prior knowledge is a crucial strategy in the learning process, particularly in the context of deep learning or deep structured learning. When learners possess relevant prior knowledge, they can better connect new information to their existing mental frameworks, enhancing their understanding and retention. To facilitate deep learning, instructors should structure their classes in a way that encourages thoughtful engagement with the material. Encouraging students to move beyond surface-level comprehension, which involves merely absorbing information, is key. Instead, students should be challenged to explore the ‘why’and ‘how’ aspects of the subject matter, involving both declarative knowledge and lower-level skills.
By setting up learning opportunities that build upon prior knowledge, educators create an environment that fosters critical thinking and problem-solving. It is essential to understand that learning can be challenging, but that challenge is part of the growth process. Students should be encouraged to embrace a growth mindset, where they see failure as a valuable learning tool rather than a deterrent. By engaging students slightly above their comfort level, instructors can create a stimulating learning experience that motivates them to tackle new concepts with confidence and curiosity.
Mass versus Mixed Practice
Mass practice and mixed practice are two distinct approaches to teaching and learning that can significantly impact the retention and long-term understanding of the material. In mass practice teaching, the instructor focuses on presenting one topic to completion before moving on to the next. This method is characterized by concentrated and repetitive learning of a single concept until it is mastered. On the other hand, mixed practice teaching involves incorporating various strategies like spaced practice, interleaving concepts, spiraled teaching, and varied practice.
In mixed practice, spaced practice refers to distributing learning sessions over time, allowing for intervals between review sessions. Interleaving concepts involves mixing up different topics or skills within a single study session. Spiraled teaching entails repeatedly revisiting concepts that students have previously learned to reinforce their understanding. Mixed practice encourages learners to engage with the material in diverse ways, such as discussing with peers, writing about it, or blending it with other related concepts.
Research has shown that while mass practice may initially lead to higher immediate recall (around 89%), it often results in lower retention in the long run. Conversely, mixed practice might initially yield lower immediate recall (around 60%), but it offers significant benefits in the long term, with retention improving to 63% one week later (when the retention rate for mass practice dropped to 20%). The varied and distributed nature of mixed practice allows for more profound and lasting learning, as it strengthens neural connections and facilitates better memory retrieval. Therefore, mixed practice teaching is recommended as a more effective approach to enhance long-term understanding and knowledge retention.
The Danger of ‘Illusions of Knowing’
The "illusion of knowing" refers to a phenomenon where students mistakenly believe they have a strong grasp of the material because they have engaged in certain passive learning strategies like restudying or rereading. However, when it comes to applying that knowledge in exams or real-world contexts, they struggle to do so effectively or cannot transfer their understanding to new situations. This illusion is particularly common among college seniors who might have relied on such ineffective learning methods throughout their academic journey.
To counteract the illusion of knowing and promote more effective learning, instructors can employ active learning techniques. One useful approach is using iClicker questions. These questions prompt students to quiz themselves and actively engage with the material. Instead of passively reviewing the content, students are encouraged to talk about the concepts out loud, quiz themselves, or quiz others using iClicker questions. This active involvement in the learning process enhances memory consolidation and retrieval.
To truly understand how learning works in the brain, students should move beyond rote memorization and passive studying. They should actively engage with the content by discussing it, quizzing themselves, and practicing the material in different ways. By doing so, they reinforce neural connections and improve their ability to recall and apply the knowledge in various contexts. Active learning strategies foster deeper comprehension and help students overcome the illusion of knowing, leading to more successful learning outcomes.
Testing Effect
The Testing Effect studies the efficacy of varied studying and testing routines. This study considered three different studying and testing routines (in which S=Study and T=Test): SSSS, SSST, and STTT. It also considered the immediate results of these routines, versus retention rates after delayed learning.
The SSSS group demonstrated higher scores immediately after studying. However, these students did not retain the material because there was no testing to help them apply what they had studied.
In contrast, the STTT group, who only studied once and then continually tested themselves, saw the highest retention rates of the three test groups. The students in this group were able to use immediate feedback from the repeated tests to challenge themselves and apply new learnings.
The Power of the Pause
The power of the pause in teaching refers to the intentional practice of instructors incorporating brief breaks during their lectures, typically three times for two minutes each. During these pauses, students are encouraged to engage in various activities such as thinking, discussing with peers, sharing notes, or answering clicker questions. Research has shown that implementing these pauses can lead to a significant increase in students' learning, up to 30% more. The brain is a complex organ that makes connections in multiple ways. While activities and exercises are essential for reinforcing knowledge, the real learning happens during moments of reflection and thinking. These pauses provide valuable time for students to process the information they have received, make connections with prior knowledge, and interpret the material on a deeper level.
