How proper timing of instruction can make all the difference in student learning The Goal The purpose of this training is to provide participating teachers with the knowledge skills and resources needed to pace instruction with students in a way that leads to increased retention internalizati ID: 579595
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Slide1
Spaced Vs. Massed Instruction
How proper timing of instruction can make all the difference in student learning.Slide2
The Goal
The purpose of this training is to provide participating teachers with the knowledge, skills, and resources needed to pace instruction with students in a way that leads to increased retention, internalization, and ultimately, achievement.Slide3
Overview
In today’s training session you will:
Understand the concept of both spaced and massed instruction.
Discover how to apply these concepts to particular grades and age ranges in the afterschool setting.
Design a plan to pace the learning in your afterschool program.Slide4
Activity 1: Balderdash!
Part 1:
On a sheet of paper,
write the definition of spaced and massed instruction. If you do not know the definition, make up a definition you think others will believe.
Part 2: Vote on the definition you think is the correct one.
Scoring: 2 points for choosing the correct answer, 2 points for defining the correct answer and 1 point for each vote.Slide5
Definitions
Massed instruction
Spaced instruction
Studying/Leaning that takes place all at once over a long period of time.
Cramming.
Studying/Learning that takes place in smaller amounts of time spread out over multiple sessions.
Daily reviews (Willingham, 2002).Slide6
Entrance Ticket
What is the most important time for students to study for a test?
Tally:
Night before/morning of:
2-3 days before and continuing:
From the beginning:Slide7
Discussion
Cramming is popular. As many as 72% of people
feel
like cramming is more effective than spacing (Willingham, 2009).
Research shows that spacing instruction is more effective in retention of learning (Hattie, 2009).Slide8
Higher Level Learning
Activity 2:
Debate Team Tryouts: Determine whether spaced or massed instruction would work better for higher level thinking and concepts. Debate this idea with someone who has the opposite stance. Make a note of the strongest and weakest points of their arguments.Slide9
The Research Says…
Spaced instruction is better for memorization and internalization of prior learning.
This effect disappears for complex and higher-level thinking.
This does not mean that long periods of massed instruction are best for learning new material. Slide10
The Afterschool Connection
Turn and talk.
Share with a partner about the following topics:
What challenges must be overcome to provide spaced-instruction in the afterschool setting?
What are some possible methods to provide or improve upon spaced-instruction in the afterschool program?Slide11
Suggestions
First, determine what information will lend itself to spaced-practice. For example, key facts, processes, reminders, etc. are all things that students would benefit from memorizing and internalizing.
Design assignments to include a bit of spacing. Bring in information to remind students about learning from prior weeks and months.
Break large concepts into smaller pieces and practice facts and skills to help students internalize them.Slide12
Facts continued
Work with the regular school day teachers to find out what ideas or topics students are currently working on and consider including some practice time on them.
Use breaks, line-up, transitions to have a short practice session on a topic. This puts some of the “down-time” students experience to good use.Slide13
Time Spiral
When a topic or set of facts are first introduced or reintroduced in the afterschool program, students need frequent practice with something like 3-5 times per session.
After students become familiar with the facts, ideas, and skills, this amount of practice will slowly decrease to just once per session.
Once students have internalized a set of facts or skills, occasional reminders of once a week or biweekly should be sufficient for retention.Slide14
Questions?
Any questions?
Comments?
Concerns?
Or anything else for the good of the group?Slide15
Summary
Massed instruction is ineffective for long term retention of information, skills, and processes.
Spaced instruction is most effective with things that have already been learned and need to be recalled or performed on demand.
Afterschool teachers can maximize the spaced instruction benefit by working with the school day teachers and making effective use of downtime.
Knowledge, skills, and concepts should initially be repeated frequently and taper off over time.Slide16
Sources
Hattie, J. (2009).
Visible learning: A synthesis of
over 800
meta-analyses relating to achievement.
New
York, NY: Routledge
.
Willingham, D.T. (2002). Allocating student
study
time: “Massed” versus “distributed”
practice
.
American Educator, (26)
2, 37-39, 47.