Understanding Learning (JiTL)-RISE: Four Practical Strategies from the Science of Learning

Pdf Summary

This document from the 2019 International Forum for Active Learning Conference by Michelle Rossi and Kem Saichaie outlines four evidence-based instructional strategies derived from cognitive science and educational psychology to enhance student learning: Retrieval Practice, Interleaving, Spaced Learning, and Explanatory Questioning (with Verbalizing).

1. <strong>Retrieval Practice (Test-Enhanced Learning):</strong> This involves actively recalling information from memory rather than passive review. Research shows that testing strengthens memory retention and slows forgetting, outperforming rereading. Classroom applications include low-stakes quizzes, self-testing, and frequent short-answer questions following content exposure. Retrieval practice improves long-term retention and is effective across disciplines and educational levels.

2. <strong>Interleaving:</strong> This strategy mixes different types of problems or topics rather than teaching or practicing them in blocked sequences. Studies with motor skills, art identification, and math demonstrate that interleaving enhances discrimination and helps learners select the right approach for varied problems. Though underused in textbooks and classrooms, interleaving can be implemented by rearranging practice problems to include mixed-topic questions, enhancing problem-solving and transfer to new contexts.

3. <strong>Spaced Learning:</strong> Distributing study or practice sessions over time improves long-term retention more than massed (crammed) study. The spacing effect has been validated across simple and complex tasks, including language learning, surgery, math, and history, with benefits persisting for years. Teachers can space content in curricula and encourage learners to study material repeatedly over intervals proportional to desired retention length.

4. <strong>Explanatory Questioning and Verbalizing:</strong> Prompting students to explain “why” questions (elaborative interrogation) promotes deeper understanding by integrating new facts with prior knowledge and highlighting distinctions among concepts. Self-explanation and teaching others further aid retrieval and strengthen memory storage. This technique encourages learners to generate their own explanations, leading to better comprehension and recall.

The authors encourage educators to integrate these strategies into teaching and learning activities by adjusting assignments, practice schedules, and questioning approaches, thus leveraging science-based methods to improve learning outcomes.

Asset Subtitle

Readings and learning-design worksheets intended to help you transfer Retrieval practice, Interleaving, Spaced learning, and Elaborative processing concepts from cognitive psychology into your instruction (from Michelle Rossi and Kem Saichie, UC-Davis)

Keywords

Retrieval Practice

Interleaving

Spaced Learning

Explanatory Questioning

Verbalizing

Active Learning

Cognitive Science

Educational Psychology

Memory Retention

Instructional Strategies