The Science of Learning: Key Principles

Retrieval Practice Actively recalling information strengthens memory and deepens learning. Example techniques: self-testing, flashcards, summarizing from memory. Why it works: The effort to retrieve information reinforces neural pathways, making recall easier in the future.
Spaced Practice Spreading study sessions over time, rather than cramming, enhances retention. Example: Reviewing material briefly each day over a week instead of a single marathon session. Why it works: Spacing prevents forgetting and allows the brain time to consolidate knowledge.
Interleaved Practice Mixing different topics or skills during study sessions enhances understanding. Example: Alternating between algebra and geometry problems rather than focusing on one exclusively. Why it works: Interleaving improves the brain’s ability to differentiate and apply concepts flexibly.
Elaboration Explaining and connecting new information to what you already know. Example: Asking “Why does this work?” or “How does this relate to other concepts I’ve learned?” Why it works: Making connections helps encode information more meaningfully.
Dual Coding Combining verbal information with visuals, like diagrams or mind maps. Example: Drawing charts to summarize key points alongside written notes. Why it works: Engaging multiple modalities enhances memory encoding and recall.
Concrete Examples Using specific examples to understand abstract concepts. Example: Relating the theory of supply and demand to the price changes of popular products. Why it works: Concrete examples make abstract ideas more relatable and memorable.

How Instructors Can Support Better Study Habits

Foster Awareness of Effective Strategies

1. Teach the Science of Learning
   • Introduce students to the principles of retrieval, spacing, and interleaving. Use examples to show how these strategies work in practice.
   • Example: Share stories or research findings from Make It Stick to illustrate why these methods outperform highlighting or rereading.
2. Model Good Habits
   • Demonstrate effective strategies during class. For example, incorporate retrieval practice with frequent low-stakes quizzes or review questions.
   • Use spaced repetition in your teaching plan, revisiting key concepts over weeks or months.
3. Encourage Reflection
   • Ask students to think about their study approaches and identify what is or isn’t working.
   • Example: Provide a survey or prompt: “Which study strategies are you using? How effective do they feel, and why?”

Design Assignments That Reinforce Learning Principles

1. Incorporate Retrieval Practice
   • Design assignments or quizzes that require students to recall information rather than recognize it.
   • Example: Use open-ended questions instead of multiple-choice to encourage deeper thinking.
2. Space Out Assessments
   • Schedule exams, quizzes, and projects throughout the term to encourage regular study habits.
   • Example: Use cumulative assessments that revisit earlier material.
3. Assign Generative Tasks
   • Ask students to attempt problems or generate hypotheses before providing direct instruction.
   • Example: Pose a challenging question at the start of class to spark curiosity and set the stage for learning.

Provide Resources and Scaffolding

1. Offer Study Guides with Prompts
   • Provide scaffolds like concept maps, guiding questions, or practice problems that emphasize active engagement.
   • Example: “Create a diagram that explains how photosynthesis works, using the terms provided.”
2. Create Opportunities for Peer Learning
   • Facilitate study groups or peer-teaching sessions where students can practice retrieval and elaboration collaboratively.
   • Example: Assign students to explain a concept to their peers during group work.
3. Use Technology to Reinforce Habits
   • Leverage tools like Anki (for spaced repetition), Quizlet (for retrieval practice), or collaborative apps for interleaved learning.

Addressing Common Misconceptions

Many students believe that rereading, highlighting, and cramming are effective strategies because they provide a sense of familiarity. Help students understand these pitfalls:

• Highlighting feels productive but often leads to shallow processing.
  • Instead, encourage annotation or summarization of key ideas in their own words.
• Cramming produces short-term gains but poor long-term retention.
  • Teach the benefits of spacing and retrieval through small, repeated assessments.

Framing Metacognition as a Tool for Lifelong Learning

Integrating study strategies into course design not only improves academic performance but also equips students with tools for self-directed learning. As Make It Stick emphasizes, the struggle and effort involved in effective learning techniques are what make them work. By teaching students to plan, monitor, and evaluate their learning, instructors empower them to become resilient, reflective learners capable of meeting challenges in academia and beyond.