Make it stick - CPD Book Review

The science behind learning has been explored frequently in our Mango Moments blog, through discussions on dual coding, retrieval practice and cognitive load. Laura Phillips has kindly provided the following review of her chosen CPD text 'Make it Stick' by Peter Brown, Henry Roediger & Mark McDaniel (Published 2014). This book focuses on how we learn. Its primary take away is that it is about revisiting what we've been taught about learning, looking at the science and research and suggesting new ways for us to learn better - in a way that sticks!

Laura kindly writes:

There are three learning techniques (supported by peer-reviewed science) that are proven to increase information retention, skill acquisition and lead to mastery:

1. Self‐Quizzing

Self‐quizzing forces you to use the limited information you recall to navigate your way back to the information you’ve forgotten. “The harder it is for you to recall new learning from memory, the greater the benefit of doing so…the effort of retrieving knowledge or skills strengthens its staying power.”

2. Interleaving

Instead of practicing one specific skill over and over, shift between three or more similar skills simultaneously.  

3. Spacing

“The increased effort required to retrieve the learning after a little forgetting has the effect of retriggering consolidation (brain’s method of encoding information), further strengthening memory.”

So why are self‐quizzing, interleaving, and spacing effective learning techniques?

The quick answer is ultimately because they are hard. The harder you work to retrieve information, the more likely that information will stick. in other words, effort is equal to retention. So whilst repetition might be an effective way to revise, it is only when we truly put the effort in to encode information that we stand a chance of remembering it.

To me, this book builds on work we are already doing in Science where all lessons have been restructured to fit a generic format. Science has a vast amount of content that students need to retrieve and apply in their exams. It’s interesting to read about methods that have been tested (and are effective) at helping students to enable the content to ‘stick’.

As Laura very clearly identifies, whilst we are all in this crucial phase of curriculum restructuring, as well as considering our recovery curriculum for September, it is essential to spend time reflecting on how to plan in clear opportunities for students to make their learning 'stick'. Laura's review triggered further research for me, in which I stumbled across this info-graphic:

We are clear that our students will most likely be ready to get back to the classroom, but with feelings of apprehension. We have a duty therefore to 'embrace any difficulties' they might be feeling and ensure our classrooms are safe and supportive environments to be in. 

Whilst we can not afford to lose anymore learning time, we have a duty to 'space out and mix up' the learning that we provide with multiple opportunities to 'learn new knowledge as well as retrieve' that set for home learning, and even before that. Now, more than ever, we must carefully plan for interleaving as well as spaced practice. 

For those interested in further reading in this area, can I please recommend the following links:

1. A visual guide to each chapter in the text: https://www.retrievalpractice.org/make-it-stick

2. A great interview with Peter Brown, co-author of Make it Stick: https://www.cultofpedagogy.com/stick/