(TEDx Talks, 2019) 

As discussed by McSparron et al. (2018), educators frequently prompting discussion among students using questions that focus on important information from the lesson encourages retrieval of information, and benefits the educator in assessing knowledge and understanding. Throughout the learning, we should be reviewing important information and concepts to further reinforce the retention of information. 

As educators, we should be prioritizing our learning outcomes by encouraging active retrieval of important information. Going beyond simply managing classroom behaviour, we can foster a learning environment where the goal is understanding, rather than focusing on controlling conduct, and therefore we can ensure that the development of our student's learning is prioritized. 

Think of this like building blocks. When building a tower, we are building upon existing knowledge that acts as a strong base to help us to the next step. When introducing new topics to students, “asking learners to reflect on how the present information relates to prior learning also helps to facilitate the transfer of knowledge and interleaving of ideas” (McSparron et al., 2018, para. 8). 

By encouraging the application of existing knowledge to new information, we are encouraging a strong cognitive foundation for students, which supports long-term learning outcomes. 

Generation focuses on experiential learning, or learning-by-doing. This encourages students to work through problems using trial-and-error, rather than educators simply presenting them with the solution. Students benefit greatly from using their ability to consider problems that are new to them and applying learned information to the problem to come to a conclusion (McSparron et al., 2018).

If we know in advance where we want our students to be at the end of the lesson, we can plan what prior information might be needed to get them to that end goal. If we focus on planning activities that promote generation rather than spending time controlling behaviours in the classroom, our students will feel empowered to guide their own learning.

This is a very structured approach to learning, in which as educators we deviate from the standard regurgitation and repetition of information, and instead focus on providing clear learning objectives, practice and formative feedback in order to reinforce concepts and retention of information (McSparron et al., 2018).

By providing formative feedback to our students, the learning outcomes are clearly defined. This gives learners a clear goal, and with educator supports, they can develop a clear path to success in ways that best work for them. By doing this, we can help reduce frustration in learners, and potentially curb reactive behaviours before they present in the classroom.

Think about yourself as a learner - isn’t it much easier to retain information when you connect what you are learning with concepts and ideas that you already know? Many learners find that it is easier to recall information when they use prior experiences and information, and connect the two to create a point of reference that relates to them personally. As discussed by McSparron et al. in 2018, by using metaphors and personal experiences to put concepts into our own words, we are using elaboration skills to reinforce ideas.

When learners feel supported and can connect concepts to their personal experiences, the learning experience becomes much more meaningful and pleasant, which can lower frustration and in turn, lowers behavioural outbursts related to the learning.