Prepared by Adam Bacchus Agenda Research findings on Spaced Practice Research findings on Interleaving Implementing interleaving strategy Activity Remember this Testing yourself on a regular basis saves you from having to do any special test preparation ID: 721161
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Interleaving and Spaced Practice
Prepared by Adam BacchusSlide2
Agenda
Research findings on Spaced Practice
Research findings on Interleaving
Implementing interleaving strategyActivitySlide3
Remember this?
Testing yourself on a regular basis, saves you from having to do any special test preparation.Slide4
The Spacing Effect
A space of time between repetitions (spacing gap) improves learners’ recall of subject.
Ideal spacing is 10% - 20% of the testing gap.
That means between 5 and 10 repetitions.
Study topic once
Study topic again
Final Test
Spacing Gap
Testing GapSlide5
Spacing vs Interleaving
Spacing
Leaving a space of time between repetitions (spacing gap) to improve learners’ recall of subject.
InterleavingMixing facts or exercise questions from various topics within a subject, to encourage learners to draw connections.Different than “blocking” subject matter.Slide6
Studies on Interleaving
Interleaving increases correct application of learned processes, like math techniques
Interleaving increases correct identification of conceptual categories
The benefits are greater than spaced practice alone, but can be combined with spaced practice for greater effect!Slide7
What does this mean for you?
Spaced Practice
Better retention than blocked practice
Between 10% - 20% of testing gap timeInterleavingMixed exposure to different topics within a subjectHelpful for processes and concepts
More effective than Spaced Practice aloneSlide8
Switch Between TopicsSlide9
Random Order ReviewSlide10
Make ConnectionsSlide11
Is this really working?!Slide12
Your Turn
Spaced Practice & Interleaving
Recall a list of subjects you are currently taking in your program.
Divide each subject into a list of topics.Interleave topics into a practical study plan.Slide13
References
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19, 1095-1102. DOI : 10.1111/j.1467-9280.2008.02209.x.
Dempster, F. N. (1987). Effects of variable encoding and spaced presentations on vocabulary learning. Journal of Educational Psychology, 79, 162-170. DOI: 10.1037/0022-0663.79.2.162
Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction?” Psychological Science, 19, 585-592. DOI: 10.1111/j.1467-9280.2008.02127.x.Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481-498. DOI: 10.1007/s11251-007-9015-8.Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837-848. DOI: 10.1002/acp.1598.Slide14
Remember: Help is available!
Academic Success Centre – P 210
For more information about
Tutoring, Workshops or Academic Coaching please contact:Chris Hardercharder43@rrc.ca / (204) 631-3342Slide15Slide16
Remember: Help is available!
Academic Success Centre – D 110
Tutoring & Workshops -
Kyle Schewe kschewe@rrc.ca / (204) 632-2251Academic Coaching – Lauren Phillips lmphillips@rrc.ca / (204) 632-2570Counselling and Accessibility Services – D 102www.rrc.ca/csvcs (204) 632-3966 Slide17