Do you have any idea, as to what are the best learning practices?
“Learning can be defined as the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something.
If simple techniques were available that teachers and students could use to improve student learning and achievement, would you be surprised if teachers were not being told about these techniques and if many students were not using them? What if students were instead adopting ineffective learning techniques that undermined their achievement, or at least did not improve it? Shouldn’t they stop using these techniques and begin using ones that are effective?
Psychologists have been developing and evaluating the efficacy of techniques for study and instruction for more than 100 years. Nevertheless, some effective techniques are underutilized—many teachers do not learn about them, and hence many students do not use them, despite evidence suggesting that the techniques could benefit student achievement with little added effort.
Some learning techniques that are popular and often used by students are relatively ineffective. One potential reason for the disconnect between research on the efficacy of learning techniques and their use in educational practice is that because so many techniques are available, it would be challenging for educators to sift through the relevant research to decide which ones show promise of efficacy and could feasibly be implemented by students.
One of the key research done in this area strongly suggests that “Practice testing” and “distributed practice” is boosting students’ performance across in educational contexts, against the other learning practices in consideration such as Elaborative Interrogation (Generating an explanation for why an explicitly stated fact or concept is true ), Self-Explanation (Explaining how new information is related to known information, or explaining steps taken during problem solving ), Summarization (Writing summaries (of various lengths) of to-be-learned texts ), Highlighting/Underlining (Marking potentially important portions of to-be-learned materials while reading ),Keyword Mnemonic (Using keywords and mental imagery to associate verbal materials ), Imagery for text (Attempting to form mental images of text materials while reading or listening ), Rereading (Restudying text material again after an initial reading ), Interleaved practice (Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session)
