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<\/p>\nWhat kind of teaching practices\u00a0can\u00a0help our students study better?\u00a0Are we using scientifically\u00a0proven\u00a0strategies to enhance learning?\u00a0This series of three blog posts\u00a0will introduce you to six evidence-based strategies that support deep learning. Each strategy is complemented by concrete examples that will help you to figure out how to implement these in your teaching!<\/p>\n
<\/p>\n
This series is inspired by and based on a thought-provoking three-hour workshop held by Marcus Lithander, PhD, a cognitive psychologist from KTH Royal Institute of Technology, on the topic in December 2021.<\/p>\n
During the workshop, Lithander presented six evidence-based strategies that support deep learning and\u00a0in this post we will present to you the next two: Interleaving and Elaboration. <\/strong><\/p>\n See also our first post<\/a> on Retrieval practice and Spaced practice and stay tuned for the final part of this series where we discuss about Concrete examples and Dual coding.<\/p>\n 3. Interleaving This is why interleaving as a teaching and learning strategy works. Instead of going through massive blocks of content on one theme area, switch between topics and practice different skills. This builds connections between topics that are being taught and places them in a wider context. (See e.g. Rohrer, 2012)<\/p>\n In practice, interleaving can be done, for example, like this:<\/p>\n 4. Elaboration Here are few examples of using elaboration in your classes:<\/p>\n We are happy to remind you that <\/span>Marcus\u00a0<\/span>Lithander<\/span>\u00a0will\u00a0<\/span>hold<\/span> another workshop in Spring 2022! <\/span><\/span><\/strong>Read more about Unite! pedagogical training for teaching staff <\/span><\/span>here<\/a>.<\/span><\/span><\/p>\n Co-authored by Akseli Huhtanen, Sara R\u00f6nkk\u00f6nen & Suvi Toivonen<\/em><\/p>\n This series of three blog posts is based on and inspired by the workshop \u201cThe Science of Learning\u201d, led by PhD Marcus Lithander, Department of Learning and Digital Learning at KTH on 8.12.2021, via\u00a0UNITE! Network<\/a>. Also, the following references were utilized when making the post<\/span>s<\/span>. \u00a0\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/em><\/span><\/span><\/p>\n Benjamin, A., Tullis, J. (2010) What makes distributed practice effective?<\/span>,<\/span>\u00a0Cognitive Psychology, Volume 61, Issue 3,\u00a02010,Pages\u00a0228<\/span>\u2013<\/span>\u2013<\/span>247.<\/span><\/p>\n Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students\u2019 Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4\u201358.<\/span>\u00a0<\/span><\/p>\n Gurung, R. A. & Burns, K. (2019). Putting evidence\u2010based claims to the test: A multi\u2010site classroom study of retrieval practice and spaced practice. Applied cognitive psychology, 33(5), 732<\/span>\u2013<\/span>\u2013<\/span>743<\/span>\u00a0<\/span><\/p>\n Kang, S. H. K. (2016). Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12\u201319.\u00a0<\/span>\u00a0<\/span><\/p>\n Mayer, R. E., & Anderson, R. B. (1992). \u201cThe instructive animation: Helping students build connections between words and pictures in multimedia learning.\u201d Journal of Educational Psychology, 4, 444<\/span>\u2013<\/span>\u2013<\/span>452.<\/span>\u00a0<\/span><\/p>\n Rohrer, D. (2012). \u201cInterleaving helps students distinguish among similar concepts.\u201d Educational Psychology Review, 24, 355<\/span>\u2013<\/span>\u2013<\/span>367.<\/span>\u00a0<\/span><\/p>\n Tulving, E. (1972). \u201cEpisodic and semantic memory,\u201d in Organization of Memory, eds E. Tulving and W. Donaldson (New York, NY: Academic Press Inc.), 381\u2013403.<\/span>\u00a0<\/span><\/p>\n Understanding How We Learn.<\/span>\u00a0<\/span><\/i>A Visual Guide. Yana Weinstein & Megan Sumeracki. Published by David Fulton\/Routledge, August 2018.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n https:\/\/teachinghow2s.com\/<\/span><\/a> What kind of teaching practices\u00a0can\u00a0help our students study better?\u00a0Are we using scientifically\u00a0proven\u00a0strategies to enhance learning?\u00a0This series of three blog posts\u00a0will introduce you to six<\/p>\n","protected":false},"author":3859,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-493","post","type-post","status-publish","format-standard","hentry","category-tip-of-the-week"],"_links":{"self":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts\/493","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/users\/3859"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/comments?post=493"}],"version-history":[{"count":1,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts\/493\/revisions"}],"predecessor-version":[{"id":494,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/posts\/493\/revisions\/494"}],"wp:attachment":[{"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/media?parent=493"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/categories?post=493"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.aalto.fi\/opit\/wp-json\/wp\/v2\/tags?post=493"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}What works in learning<\/span><\/h5>\n
\n<\/strong>Trying to remember the thing learned a few days earlier is much easier if we can just rely on recognizing the right answer when we see it. Unfortunately, the real world does not work in this way. In working life, for example, in the context where certain knowledge or skill is applied, tasks emerge randomly and do not resemble the logical order of a textbook.<\/p>\n\n
\n<\/strong>Having students explain key concepts and explore the topics of the day is a beneficial strategy to activate students and enhance their learning. By asking students to elaborate on their answers by asking them why and how questions, we help them create more detailed and meaningful explanations or models of the newly acquired information that is being encoded in their memory. Effortful elaboration can be an effective approach for creating deeper understanding since this process makes students retrieve, organize and restructure prior and new knowledge in their memory. Furthermore, this strategy (also known as elaborative interrogation) has a metacognitive aspect to it: self-explanations help students recognize what they know and what they don\u2019t know. (see e.g. Dunlosky<\/span>\u00a0et al., 2013)<\/span><\/p>\n\n
\n<\/span><\/span><\/em>Referen<\/span><\/span>ces and suggested further readings:<\/span><\/span><\/span><\/span><\/p>\n
\n<\/span>https:\/\/www.learningscientists.org\/<\/span><\/a>
\n<\/span>https:\/\/opendigifi.files.wordpress.com\/2019\/06\/61c23-finnishsixstrategiesforeffectivelearningposters.pdf<\/span><\/a>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"