Learning and Teaching Practices

Learning and Teaching Practices
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Learning and Teaching Practices
It is possible to describe retention of learned information as having the knowledge stored in long-term memory in a way that makes it easy to retrieve it, for instance, in response to routine reminders. A transfer is using knowledge acquired in one context to address issues or make sense of circumstances in another (Brown et al., 2014). The study of memory and retention overlap, but the former differs for knowledge to be considered retained. Students must be able to recall it when necessary in response to prompts like those typically found in classrooms and not just in response to experiential cues like the aroma of freshly baked bread.
How can you encourage students to remember what they learn? What kinds of teaching methods, curriculum mapping approaches, or other adjustments can you make to aid in their retention and application of knowledge? It is mostly an issue of comprehension and transmission. The less probable a learner is to "forget," the better their knowledge must be. Consider understanding as a tent, or more specifically as the stakes used to attach a tent to the ground on a windy day. The stakes are less likely to come out of the ground when the wind blows if the understanding is "deep," as opposed to topical "understanding," which is more prone to becoming unanchored. It is not as strongly driven. The transfer is perhaps more important than the broader concept of "practice." Can students use their information in a new, unexpected setting, and more importantly, will they do it on their initiative?
According to empirical studies on how we recall and learn, people generally approach learning incorrectly. A growing science of learning has emerged from this field of research, which has a 125-year history. Expert: The best learning techniques are not alwa...