The Early Career Framework states teachers should learn how to... Increase likelihood of material being retained, by planning regular review and practice of key ideas and concepts over time. How Pupils Learn (Standard 2 – Promote good progress).
In the intricate tapestry of education, teachers play a pivotal role in shaping not just what students learn but how well they retain and apply that knowledge over time. This blog post delves into the pivotal idea that teachers should master the art of increasing the likelihood of material being retained by strategically planning regular reviews and practices of key ideas and concepts. Rooted in academic references, we will explore how this intentional approach contributes to enduring knowledge and academic success.
The Significance of Regular Review
1. Memory Consolidation: A Continuous Process
Memory consolidation is not a one-time event; it's a continuous process that benefits from regular revisitation (Ambrose et al., 2010). When teachers plan and integrate regular reviews into their curriculum, they acknowledge the dynamic nature of memory and aim to reinforce and strengthen the neural pathways associated with key concepts.
2. The Forgetting Curve: Mitigating Memory Decay
The forgetting curve, proposed by Hermann Ebbinghaus, illustrates that without reinforcement, memory retention naturally declines over time (Ebbinghaus, 1885). Regular reviews act as a shield against the gradual decay of memory, helping students combat the challenges posed by the forgetting curve.
Strategies for Planning Regular Review
1. Spaced Repetition: Optimizing Memory Retention
Spaced repetition involves revisiting information at increasing intervals over time (Cepeda et al., 2006). Teachers can strategically plan reviews using spaced repetition techniques to optimize memory retention. This approach ensures that students encounter key ideas when they are on the verge of forgetting, reinforcing the information and extending its retention.
2. Integrated Retrieval Practices: Strengthening Neural Pathways
Structured retrieval practices, such as quizzes and questioning sessions, integrate regular review into the learning process (Roediger & Karpicke, 2006). These practices actively engage students in recalling information, strengthening neural pathways and contributing to long-term retention.
3. Consistent Homework Assignments: Reinforcing Learning Outside the Classroom
Consistent homework assignments that revisit key concepts provide students with opportunities for independent review (Bembenutty & Cleary, 2013). By extending learning beyond the classroom, teachers encourage students to actively engage with and reinforce critical ideas, fostering self-directed review habits.
The Impact on Student Learning
1. Enduring Knowledge and Skill Acquisition
Regular review contributes to enduring knowledge and skill acquisition (Cepeda et al., 2008). By strategically planning reviews, teachers help students move information from short-term to long-term memory, ensuring that key concepts and skills become an integral part of their cognitive toolkit.
2. Mitigation of Forgetting Curve Effects
The intentional planning of regular reviews mitigates the effects of the forgetting curve (Ebbinghaus, 1885). Instead of allowing memory decay to erode understanding, teachers provide students with opportunities to actively engage with and reinforce their learning, creating a robust foundation for continued academic success.
3. Increased Confidence and Self-Efficacy
Frequent reviews enhance students' confidence and self-efficacy (Bembenutty & Cleary, 2013). As students repeatedly succeed in recalling and applying key concepts, they develop a sense of mastery and competence, positively influencing their attitude towards learning.
In the journey of education, the ability of teachers to craft a pedagogy that prioritizes the enduring retention of knowledge is transformative. By understanding the principles of memory consolidation, the impact of the forgetting curve, and the strategies for planning regular review, teachers become architects of enduring learning experiences.
As custodians of knowledge, teachers hold the responsibility and privilege of not only delivering content but also ensuring that it takes root and flourishes in the minds of their students. In the intentional planning of regular reviews, lies the potential for an educational experience that transcends temporary memorization, fostering a culture of sustained understanding and intellectual growth.
References:
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass.
Bembenutty, H., & Cleary, T. J. (2013). The role of homework assignments in cognitive-behavioral therapy of clients with depression. Cognitive Therapy and Research, 37(4), 747-756.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095-1102.
Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology. Columbia University.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.