Embedded Files
Mixing topics for more effective learning
Blocking/chunking teaches one topic at a time; interleaving mixes topics, strengthening recall and flexible application. Evidence currently suggests that interleaving is more successful for learners.
Teaching strategies that are linked to metacognition
Plan lessons by mixing related topics or skills, revisiting each regularly so students practise choosing and applying different strategies.
Mix different topics within each lesson, rather than teaching one topic exclusively.
Use retrieval activities at the start of lessons that combine recent and older content.
Gradually increase the spacing between revisiting topics, helping students retrieve knowledge from memory.
Read more here:
Firth, J., Rivers, I., & Boyle, J. (2021). A systematic review of interleaving as a concept learning strategy. Review of Education, 9(2), 642-684.
Chen, O., Paas, F., & Sweller, J. (2021). Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminative-contrast hypotheses. Educational Psychology Review, 33(4), 1499-1522.
Questions
How much information can learners realistically process at one time?
How does chunking create an artificial separation between ideas that learners need to connect?
Will learners be given enough opportunities to revisit previous learning?
Am I interleaving because it improves learning, or simply because it creates variety?
How can I balance new learning with retrieval and practice of previous learning?
What evidence do I have that my approach is improving retention and long-term learning?
Page updated
Report abuse