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    Spaced Learning

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    starbut77
    The document discusses the idea of "spaced learning" as a technique for helping students remember large amounts of information. Spaced learning involves presenting information in short bursts separated by breaks, based on research showing this spacing of stimulation helps the brain form long-term memories. The author has found that using spaced learning techniques like 10-minute presentations followed by breaks, physical activity, games, and repetition helps students better recall and retain key facts from lessons.

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    Spaced Learning

    Uploaded by

    starbut77
    65 views3 pages
    The document discusses the idea of "spaced learning" as a technique for helping students remember large amounts of information. Spaced learning involves presenting information in short bursts separated by breaks, based on research showing this spacing of stimulation helps the brain form long-term memories. The author has found that using spaced learning techniques like 10-minute presentations followed by breaks, physical activity, games, and repetition helps students better recall and retain key facts from lessons.

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    The document discusses the idea of "spaced learning" as a technique for helping students remember large amounts of information. Spaced learning involves presenting information in short bursts separated by breaks, based on research showing this spacing of stimulation helps the brain form long-term memories. The author has found that using spaced learning techniques like 10-minute presentations followed by breaks, physical activity, games, and repetition helps students better recall and retain key facts from lessons.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    65 views3 pages

    Spaced Learning

    Uploaded by

    starbut77
    The document discusses the idea of "spaced learning" as a technique for helping students remember large amounts of information. Spaced learning involves presenting information in short bursts separated by breaks, based on research showing this spacing of stimulation helps the brain form long-term memories. The author has found that using spaced learning techniques like 10-minute presentations followed by breaks, physical activity, games, and repetition helps students better recall and retain key facts from lessons.

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    of 3

    Spaced Learning Matthew Chapman

    Many years ago a pupil once informed me that history must have been easier when I was
    at school. When I asked him why, his answer was immediate: “Because there was less of
    it Sir!”
    This story highlights an issue that many of our pupils raise; how do I remember so much
    stuff? It can seem incredibly daunting and puts many people off even attempting to try.

    I was thinking about how to tackle this issue when I came across the idea of ‘Spaced
    Learning’. It seems that neuroscientists have discovered how the brain actually creates
    memories. If you want to discover more, then I suggest that you look up the work of
    Douglas Fields at the National Institute for Child Health and Development in the US.

    To sum it up, they discovered that fixed pathways are formed within the brain when there
    are fixed ‘spaces’ between stimulation. When this is transferred to a classroom situation
    it could result in certain lessons that have the following structure:

    • Teacher input of key facts/explanations ( and therefore pathway stimulation)

    • 10 minute ‘break’ from the input

    • Teacher Input of key facts/explanations

    • 10 minute ‘break’ from the input

    • teacher input of key facts / explanations

    Many critics of ‘Spaced Learning’ have pointed out that it does not create what might be

    termed deep learning. I would certainly agree with this, but as a tool to be used solely as a

    way of revising key information I have found that results have been encouraging. The

    pupils enjoy it is a change and they do seem to remember more.

    I tend to organize a revision session in the following way.


    1. Ten minute PowePoint presentation of key facts with lots of colourful images that will

    form associations in the pupil’s brain. In a pressured exam situation I hope that a lot of

    these images and associations will pop in to the students mind.

    e.g. to remember the name Bevan I might have the following pictures:

    Bevan = Bee Van

    2. Ten minute period where the pupils carry out a ball throwing exercise around the

    room; it has also been shown that some kind of physical activity in the ‘space’ aids the

    formation of long term memories.

    3. Ten minute period where the students create a mind map or list of facts that they

    remember form the PowerPoint.

    4. Split the class in two teams and play a game of ‘mind football’. I will ask a key

    question from the presentation and throw the ball to a pupil. If they can answer the

    question then their team receives a point. The ball is returned to me and the next question

    is asked and the ball thrown. There are lots of variations of this game but they all involve

    keeping the students alert and thinking.


    5. To finish with I run through the PowerPoint again and the pupils tell me about the

    information it contains. They can be encouraged to shout this out rather than put their

    hands up, but it is amazing how difficult they find this, even the ones that you often ask

    not to shout out in normal lessons!

    The schools that have really taken Spaced Learning seriously run input sessions in the

    sports hall, and have the pupils throwing basket balls etc in the ‘spaces’. I have adapted

    their ideas to a classroom situation. I am not sure that they are pure ‘Spaced Learning’

    yet but the pupils do seem to remember who Bevan is, I have not managed to think of a

    suitable association yet for Robert Koch, one of the founders of bacteriology.

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