‘What you learn about learning shapes a lifetime of opportunities seized or missed’[1]
As we gear up for the launch of our exciting new Study Skills course and with exam season in full swing, we’ve been thinking about learning and revision techniques and the science behind the methods that work. How best can students prepare themselves so that they go into their exams and other high-stakes tests feeling confident and ready to perform? The research on effective learning and revision techniques challenges everyday beliefs on successful learning and revision.
Students often rely on their natural instincts for learning and revising but these instincts can be misguided or outdated. To maximize their learning potential, students need to be aware of the most effective learning strategies. However, cognitive science reveals that the most effective strategies for long-lasting learning are counterintuitive. Activities such as ‘re-reading texts, highlighting material, and cramming’[2] which are commonly used by students, are not actually very effective. Similarly, focusing solely on repetitive practice of a new skill yields temporary gains that fade quickly. Despite these very common practices, there are ‘much more effective methods available for retraining and retrieving the things [students] have learned’[3] as we explore below.
- Spaced practice involves spacing out study and retrieval attempts, allowing time for the memory to fade slightly. Students should regularly revisit what they have learned, approach it from different angles, and gradually increase the time intervals between reviews. This method keeps prior learning sharp, connects it with recent learning for deeper mastery, and enhances memory by providing multiple cues for retrieval when needed.
- Retrieval practice consolidates learning into long-term memory by connecting new information with existing knowledge. The more connections formed with existing knowledge and skills, the easier it is to recall the information or skill when needed in the future.
Tests or quizzes have been shown to improve learning, referred to as the “testing effect” by cognitive scientists. Creating “desirable difficulties” during retrieval, such as varying the study environment and organizing material differently, can have a significant impact on retention. Instead of solely reading answers, attempting to answer questions themselves is beneficial. Utilising tools like flashcards or apps like Quizlet, as well as simulating exam conditions with past papers, can diversify testing methods. Additionally, teaching information to someone else aids in personal learning and understanding.
- Interleaving practice involves mixing up the types of topics during practice, as opposed to the traditional approach of working on one topic at a time. While learners tend to prefer blocked practice where they repeatedly practice the same subject, mixed practice is a more effective strategy. It may initially result in more errors and a perception of slower progress, but when tested weeks later, students who engaged in mixed practice outperformed those who practised in blocks. Encourage students to:
- ‘Revise similar subjects together, as this will allow inductive learning to occur. By noticing similar patterns, they create connections between subjects and remember more information.’[4]
- Cognitive load theory states that ‘learning involves transferring information from working memory to long-term memory.’[5] To enhance this learning:
- Break tasks into manageable chunks and start with familiar content.
- Take regular breaks during study sessions.
- Minimize distractions and avoid multitasking, such as using mobile phones.
- Be inquisitive in addition to intelligence and effort, intellectual curiosity emerges as a significant predictor of academic performance. To cultivate curiosity and enhance learning:
- Instead of accepting answers at face value, students should question why an answer is correct or incorrect. Being critical of received information and understanding the reasoning behind answers is important.
- Foster curiosity about various subjects, as it can improve memory retention even for less stimulating information. Balancing engaging subjects with less interesting ones during revision can be highly effective.
Learning is the key to a fulfilling and rewarding life. Being a proficient learner provides advantages in all areas of life- including job skills, technological advancements, career growth, and exploring new opportunities. That’s why it’s essential to develop effective strategies and self-discipline for mastering new knowledge and skills during the school years. The effort invested in becoming a skilled learner during those years pays off. Excelling in learning opens doors to diverse paths and broadens your horizons. ‘As the saying goes, life is short, but wide,’[6] and the stronger your learning abilities, the more opportunities and possibilities you can embrace.
Students can enhance their learning through our new Study Skills course designed to help them improve their organisation, quality of note taking, motivation, focus, memory, and retention.
Bibliography
[1] Peter C. Brown, Henry L. Roediger, III and Mark A. McDaniel. (2021) ‘Make it Stick: Learning as education’s primary aim and human fulfilment’, Eton Journal for Innovation and Research in Education, (Issue 5: Human fulfilment and the aims of education), p26-27
[2] Iro Konstantinou. (2021) ‘Successful Revision: What does the research say?’, The Tony Little Centre for Innovation and Research in Learning, p2
[3] Iro Konstantinou, (2021) ‘Successful Revision: What does the research say?’, The Tony Little Centre for Innovation and Research in Learning, p2
[4] Iro Konstantinou, (2021) ‘Successful Revision: What does the research say?’, The Tony Little Centre for Innovation and Research in Learning, p5
[5] Iro Konstantinou, (2021) ‘Successful Revision: What does the research say?’, The Tony Little Centre for Innovation and Research in Learning, p6
[6] Peter C. Brown, Henry L. Roediger, III and Mark A. McDaniel. (2021) ‘Make it Stick: Learning as education’s primary aim and human fulfilment’, Eton Journal for Innovation and Research in Education, (Issue 5: Human fulfilment and the aims of education), p26-27
