Teaching the science of learning

Weinstein, Yana; Madan, Christopher R.; Sumeracki, Megan

doi:10.1186/s41235-017-0087-y

Cited by 164 publications

(152 citation statements)

References 113 publications

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“…For example, quizzes could utilize interleaving by including questions on previous chapter material to deepen retention and assist with studying for a cumulative final exam. In addition, test anxiety may be an important moderating variable to consider in future research (Weinstein et al, ). Students with high test anxiety may not receive the same benefits of retrieval practice compared to students with low test anxiety, even if these quizzes are relatively low stakes.…”

Section: Discussionmentioning

confidence: 99%

“…Trying to recall information without the crutch of a book or resource available better prepares a student to answer similar questions later on an exam. The effectiveness of retrieval practice has been demonstrated in a number of lab and classroom studies (Agarwal, Karpicke, Kang, Roediger, & McDermott, ; Fiechter & Benjamin, ; Karpicke, Lehman, & Aue, ; McDaniel, Agarwal, Huelser, McDermott, & Roediger, ; Smith, Blunt, Whiffen, & Karpicke, ; Weinstein et al, ). Retrieval practice is also associated with transfer of learning (Pan & Rickard, ).…”

Section: Introductionmentioning

confidence: 99%

“…There is no dearth of research to guide classroom interventions (Hattie, ; Weinstein, Madan, & Sumeracki, ). In fact, Putnam, Sungkhasettee, and Roediger (2016) provide a number of concise tips from cognitive psychology to optimize learning in a college course.…”

Section: Introductionmentioning

confidence: 99%

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Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Gurung

Burns

2019

Applied Cognitive Psychology

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Retrieval practice and spacing out studying help increase learning. Introductory Psychology students at nine colleges/universities took quizzes with more (RP+) or less (RP−) retrieval practice and more (SP+) or less (SP−) spacing between quizzes. We compared (N = 351) scores on class exams and on a standardized test. We also measured key student variables (e.g., depth of processing). GPA predicted a significant portion of variance in exam scores, R 2 = 0.05, F (1, 204) = 10.84, p = 0.001. We found a main effect for retrieval practice and a significant retrieval by spacing practice interaction, R 2 = 0.28, F (3, 201) = 27.38, p < 0.001. Students using SP+, as well as those with SP− and RP−, scored higher than students using SP− and RP+. In practice, closer attention needs to be paid to quiz and exam content overlap and the duration within which repetition is used.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Gurung

Burns

2019

Applied Cognitive Psychology

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“…To gauge understanding of the new material introduced in each video segment, we intersperse test yourself questions (TYs) between videos. We include concrete examples in TYs to help learners generalize abstract ideas and transfer knowledge to different contexts (Paivio, Walsh, and Bons 1994;Weinstein, Madan, and Sumeracki 2018). These concrete examples can also serve a dual purpose to personally connect the learner to the material.…”

Section: Formative Assessmentsmentioning

confidence: 99%

A Case Study in Applying the Learning Sciences to MOOC Design

Gordon¹,

Wiltrout²

2019

Preprint

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Evidence-based practices grounded in the learning sciences provide an opportunity for improved learning experiences in traditional in-person, as well as in hybrid and online environments. We advocate specifically that large-scale, online learning experiences can benefit from applications of the learning sciences. To that end, we participate in establishing a standard of practice in the development and design of Massive Open Online Courses (MOOCs). We present a description of how and why we use specific evidence-based learning science practices in a biochemistry MOOC with the intention to contribute to the discussion about the quality of online learning experiences, and lower the barrier for other practitioners seeking a scientific approach to course design. We believe that the application of evidence-based practices can make online learning experiences more rigorous and effective, and practitioners should optimize the use of these strategies through clever tests in specific contexts.Applying Learning Sciences to MOOC Design instructional design approach (Honebein and Sink 2012; Yanchar and Gabbitas 2011) to learning engineering, where we draw upon practices rooted in behaviorism, cognitivism, social learning, and constructivism, to address the challenges of online learning at scale.Here we document practices supported by the learning sciences that we readily implement in an online learning environment to contribute to conversations in the community of practice about evidence-based approaches to MOOC design. We hope these conversations lower the barrier for other developers of online and hybrid experiences to apply these methods. We found the following practices both robust from a theoretical standpoint, and practical in terms of application in our course design. We outline the evidence-based practices applied to course assets organized by function (pre-instruction, multimedia content, formative assessment, supporting resources, and summative assessment). However it is worth noting that many of the practices overlap in their usage (Figure 1). This article is an exposition on why and how to use the learning sciences in a specific context as a model for others, while highlighting a few strategies, and not an exhaustive review of these practices.

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“…School policies and teaching should probably prioritize methods that result in faster development of learning for students from lower resourced homes. For example, widespread use of techniques such as spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding (Weinstein et al 2018), frequent reviews, asking questions, and providing models and scaffolding (Rosenshine 2010) is likely to reduce knowledge deficits associated with reduced home resources. Policies that aim to reduce gaps associated with socioeconomic factors are warranted on multiple grounds.…”

Section: Motivation Clusters and Student And Family Characteristicsmentioning

confidence: 99%

Insights from Motivational Profiles in TIMSS Mathematics

Michaelides

Brown

Eklöf

et al. 2019

IEA Research for Education

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A person-centered cluster analysis approach to the study of motivation in IEA's Trends in International Mathematics and Science Study (TIMSS) mathematics has revealed interesting profiles of students across key motivational constructs. Between four and six different clusters were extracted from each sample analyzed. Unsurprisingly, some clusters had consistent motivation scores, but in almost every jurisdiction, there were clusters of students with inconsistent score distributions between the contributing motivational constructs. The clusters were systematically different on various external variables, such as mean mathematics achievement, gender composition, and the level of home resources available to students. The study also presents a novel way of looking at the relative importance of enjoyment of, confidence in, and value for mathematics, and the association of these motivation variables with achievement and other demographic characteristics at the cluster level. When motivation scores were mixed rather than consistent, there was a uniform achievement advantage enjoyed by the groups of students who had higher scores for confidence in mathematics over enjoyment of, or value for mathematics. This approach revealed that gender and socioeconomic background are not independent of cluster membership. Typically, clusters with high confidence values were comprised of more boys than girls, and students from better resourced homes. The findings can be linked to relevant literature on motivation in mathematics. Educational efforts to develop student motivation need to take into account differential student profiles and prioritize techniques that target skill and competence in mathematics.

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Teaching the science of learning

Cited by 164 publications

References 113 publications

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

A Case Study in Applying the Learning Sciences to MOOC Design

Insights from Motivational Profiles in TIMSS Mathematics

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