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We all have experienced times when our students seemed to have learned what we expected and may even have performed well on an assessment, only for us to discover weeks and months later than they retained little of what they learned. Consequently, if what we are teaching now requires students to utilize the previous learning, we must reteach it. Obviously, this is not an efficient or effective way to build the knowledge and skills of our students and prepare them for their future.

So why does this happen, and what can we do about it? The problem is not ineffective instruction, nor is it the result of a lack of effort or poor student memories. The problem has its roots in how we use time and space to our and our students’ advantage as they learn.

Consider the typical way skills are introduced and taught in schools. Teachers provide instruction and monitor and correct while the students practice until the skill is mastered or it is time for an assessment before moving to the next unit. Despite how common this approach is, it suffers from two significant liabilities. First, some students need more time and opportunities to fully learn what is intended. Second, teaching skills in a concentrated block too often results in short-term learning followed by significant memory loss once the skill has been assessed.

Learning that is deep and lasting is more often gained through repeated exposure, regular practice, and frequent refreshing over time. We know the downsides of cramming for a test. In many ways, teaching and learning in a concentrated time block is the same; it just takes longer to experience the disappointing results. The good news is that there is a better approach that does not require more resources or effort and that is strongly supported by multiple research studies. The key is to use the time and space we have available in different ways.

We might think of this adjustment to our instruction and our students’ learning as spaced learning, spaced practice, and spaced retrieval. Let’s explore this combination of strategies and how they can support better learning and longer retention of what students learn.

Spaced learning breaks instruction into smaller pieces and spreads the introduction of new content and skills over time. Instead of a week of focused instruction and learning a topic or skill, introduction and exploration occurs over two to three weeks or longer, if needed. As a result, students have time to consolidate and digest new information. They experience less cognitive overload and lower stress. Intervals between learning sessions also often lead to more active engagement and deeper understanding.

Spaced practice occurs in tandem with spaced learning. In brief sessions, students practice what they have learned to refresh and apply it. These spaced practice sessions build students’ competence and confidence, and they reinforce what students have learned and make processes more automatic. These experiences also highlight for students where they have learning gaps or may be confused. As a result, learning barriers can be addressed and corrected before being “papered over” by the next level of learning.

Spaced retrieval follows up and reinforces the learning gained through spaced learning and practice. During brief sessions, possibly at the beginning or end of class, or during transitional periods, students are challenged to recall all that they can about a previously learned topic or skill. The activities may be as simple as making a list or concept map or as challenging as self-quizzing and using past learning to teach a classmate. The experience of recalling past learning has the effect of deepening and extending memory and making the content easier to access in the future.

Interestingly, redistributing how we use time and space for instruction and learning does not mean that we necessarily need more time. The key is to use time and space differently. We do need to rethink the organization of lessons and how we can distribute our instruction and student practice over longer periods of time. But, after a few attempts, the routine and pace become more natural, and the results can make the effort more than worthwhile.

Thought for the Week

Adversity may not be our choice, but it can be our opportunity.

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