Over the last few decades, many methods have been put forward as the “most effective learning technique” for students. But not all learning techniques are created equal. Surely some must be better than others?
Read on to find out:
- What the latest research says
- Which learning techniques are actually backed up by data
- How to implement these techniques in the classroom
What does the latest research say about learning techniques?
In 2013, a team of researchers reviewed some popular learning techniques for students to find out which ones were most supported by previous research. They identified 10 different learning techniques to examine, including:
- Spacing
- Retrieval Practice
- Elaborative Interrogation
- Imagery
- Self-explanation
- Mnemonics
- Re-reading
- Interleaved practice
- Underlining
- Summarisation
More recently, a new team of scientists revisited this list to see if the original findings held up and if they could find out anything new. To do this, they performed a large meta-analysis, a technique in which researchers combine lots of data from different studies.
In general, their findings agreed with those of the original paper and also highlighted that some strategies seemed to work better for different age groups and for different subjects. So, which strategies do these papers recommend and how can you implement them in your classroom for the best results?
10 learning techniques and how to implement them in your classroom
The original review classified each learning technique into 3 groups – high, moderate and low – based on the level of research support for each. Here are how the 10 techniques measure up:
1. Spacing
Both papers recommend Spacing, also known as distributed practice, as one of the top learning techniques for students. Instead of cramming, learning sessions are spaced out over time with breaks in between. Research suggests that most students need to cover material three to four times to properly integrate it into their memory.
This technique can be difficult to implement as many courses are linear and pressed for time. However, there are a few possible adjustments that can be made, such as recapping the last lesson at the beginning of the next one and Spacing out tests to avoid last-minute cramming.
2. Retrieval Practice
Another strongly supported learning technique, Retrieval Practice, refers to the activity of recalling information from memory to answer questions. This can help students organise information in their memory which will aid their retrieval later.
This technique can be added to the classroom in a variety of ways. For example, adding a multiple-choice quiz at the end of each lesson can be a great way for students to practice retrieval in a low-stakes environment.
3. Elaborative Interrogation
Moving down a rung, the effectiveness of Elaborative Interrogation is moderately supported by research. In this technique, students ask themselves why something is the way it is, such as “why is this true?”. This helps them integrate new information with prior knowledge.
This can be easily implemented in lessons. For example, in a physics lesson, teachers can ask students why an ice cube melts in their hand to get them to integrate new information on thermodynamics with prior knowledge of energy.
4. Interleaved practice
Interleaved practice is another moderately effective learning technique. It involves mixing up topics within the same subject when studying. This is the opposite of blocking, which is fully covering one topic before moving on to the next. This can help students to compare and contrast concepts and strategies, improving their understanding.
Research shows that interleaved practice produces the best results when there isn’t too much time between Interleaving sessions, and when only a few topics are interleaved at a time.
5. Self-explanation
The last moderately supported technique, self-explanation, refers to the process in which students try to organise and solidify information in their heads by explaining the concepts to themselves mentally.
Students can be encouraged to do this at the end of a concept or lesson. For example, teachers could encourage high school students to explain the water cycle to themselves before leaving the classroom.
6. Keyword Mnemonics
Getting to the lowest group, keyword mnemonics was one of 4 techniques that had very little support from research. This method requires students to come up with an image or rhyme to help them memorise something.
Although this method has been deemed relatively ineffective, research shows it can aid student learning in languages. For example, when memorising that “fin” means “end” in Spanish, remembering that the tail fin is at the end of a fish may be a great visual image to aid memory.
7. Re-reading
Re-reading is commonly employed by students but, like keyword mnemonics, it has very little research support. In fact, simply re-reading a chapter over and over does little to aid memorisation.
However, research has found that when students use re-reading over time, it may have some benefit. This is because they are partially employing Spacing, which we covered earlier. This suggests you may be able to recommend this to students as a low effort technique to supplement their learning.
8. Imagery
Imagery is another technique with low research support. With this technique, students use mental imaging or draw pictures of the content.
Although it has been found to be relatively ineffective in aiding understanding and memory, it is best used for lesson material that naturally lends itself to visual images. For example, you could ask students to draw the food chain of the forest.
9. Underlining
The penultimate technique the researchers covered was underlining. This method is often favoured by students as it requires very little effort and time; however, it does little to improve academic achievement.
If it must be used, research shows that undergraduate and older students benefit from this technique more than primary and secondary school students.
10. Summarisation
Both research papers found little proof that summarising helps boost exam performance. When using this method, students are asked to create summaries of the content, picking out key points and avoiding unnecessary information.
Younger and less able students seem to struggle with this method the most and most students require training to get any benefit from it at all.
Final thoughts
Over the years, many study methods have been promoted as the best, but reviews and meta-analyses have allowed researchers to compare them side by side. Not only have we found that some techniques are better than others, but some methods are also more suited for certain age groups and subjects.
