The classic modal model of memory outlined by Atkinson & Shiffrin (1968); Murdock (1967) presented learning as being a process that is dependent mainly on the activity of working memory with long-term memory becoming passive in this process. This modal model is deemed to be very limited and does not take into account either the role of existing long-term memories in successful encoding or the timescale of learning (Agarwal & Bain, 2019. Bjork and Bjork (1992) proposed a more sophisticated theory that accounts for the passive role that was previously suggested, this theory is ‘the theory of disuse’. According to this theory, the retrieval strength of memory, and its accessibility at a given time can be dissociated from its storage strength, which better reflects whether information has been learned in the long-term memory. It is then suggested by Racsmány et al (2020) that the aim of classroom activities should and needs to boost the storage strength of memories by taking into consideration the role of long-term memory. Advance in the application of cognitive processes to education via ‘the theory of disuse’ have made significant advances over the past few decades all in the attempt to improve effective teaching and learning strategies as well as to maximize the student’s ability to learn and to improve the efficiency of this learning (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Roediger, Finn, & Weinstein, 2012). A review made by Pashler et al., (2007) based on research on organizing instruction and studies to improve student learning, identified six study techniques that have received solid evidence from multiple replications testing their effectiveness in and out of the classroom. These six techniques relate to cognitive strategies and that received robust support from decades of research are spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. The following is an overview of one of the six techniques: being spaced learning practice
Spaced learning practice
According to King (2016) spaced or distributed learning is arguably one of the strongest contributions that cognitive psychology has made to education. Spacing is a memory phenomenon whereby delaying a repetition or practice session leads to items being better remembered, compared with practicing sooner (Cepeda et al., 2006). The concept is that the same amount of repeated studying of the same information spaced out over time will lead to greater retention of that information in the long run, compared with repeated studying of the same information for the same amount of time in one study session. As a teacher, the logical way to teach from a spaced learning perspective is to create opportunities to revisit information throughout different time frames, be this in a lesson or within different lessons. This spacing of information can also be structured by the student when participating in their self-directed learning. It is important to remember that the spacing effect refers to information that is repeated multiple times, spaced out in small study sessions over time. The principle of spaced learning is all about beating the forgetting curve, i.e. our natural human tendency to forget information over some time, through the use of bite-sized chunks of content, presented in different ways, repeatedly over time, learners are more likely to absorb and understand new information (Lambert (2009). This is supported by evidence from two scientific fields, neuroscience, and cognitive psychology. The neuroscience literature supports the use of a shorter burst of information for up to 10 minutes, shorter spaces between learning of around ten minutes, and the cognitive psychology literature supports longer spaces of around 24 hours (Lambert, 2009). Spaced repetition according to Frank (2018) leverages on memory phenomenon called the spacing effect, which describes how our brains learn more effectively when we space out our learning over time. Frank (2018) also suggested that the spacing effect is a far more effective way to learn and retain information. Spacing is a very useful phenomenon that enables us to recall information and concepts if we learn them in multiple, spread-out sessions. This need for spacing information is vital as according to Andriotis (2017) the brain is not designed to learn and remember information from our very first and only encounter with it. Andriotis (2017) also states that the brain needs time, repetition, reinforcement, and a variety of delivery modes to grasp, apply and recall what has been learned, and the best way to do this is through spaced learning. Spaced learning is endurance training for the brain. The Education Endowment Foundation (2011) conducted a study to investigate whether gaps of 10 minutes increase memory retention, they concluded that the combination of 10-minute breaks and repetition of the same content results in better memory than traditional “massed” learning. Lambert (2009) mentions that the 10-minute break referred to as the ‘distractor task’ is of utmost importance in spaced learning as most traditional methods of teaching usually have a single break that comes at the end of the teaching to signify that the topic is over, but by having multiple, shorter study sessions with distractor tasks in between, the learner will build a more vigorous memory and encourages the long term retention of information. Frank (2018) also stated that the 10 minutes of activity followed by 10-minute intervals have been scientifically proven to help you remember much of the information that has/is presented. Ebbinghaus (1884 ) stated that any considerable number of repetitions over a space of time is decidedly more advantageous than the massing of them at a single time.
The following is an example of how a teacher can use spaced learning in their teaching
Short bursts of learning up to 10 minutes each take place through a variety of visual, auditory, didactic, and interactive deliveries. For example, if you have 30 minutes to spend studying one topic, it is better to split the time into three 10-minute study sessions than to carry it out into one 30-minute session.
Planned mental breaks of 10 minutes in between each burst of learning to allow time to assimilate. This is where the students are to do anything that will take their minds away from the topic taught ( this is the reason it is called a distractor).
Repetition of information using different formats to broaden and deepen understanding, and improve recall.
An example of a 50-minute lesson
Time teaching: 30 minutes in 3 x 10-minute sections
Spacing interval: 2 x 10 minutes.
Overall time: 50 minutes (30 minutes + 20 minutes).
10 minutes teaching-10 minutes break-10 minutes teaching-10 minutes break-10 minutes teaching
An example of and 1 hour 30-minute lesson
Time teaching: 50 minutes in 3 x 15 minutes sections + 5 minutes for the end of lesson feedback
Spacing interval: 4 x 10 minutes.
Overall time: 90 minutes (50 minutes + 40 minutes).
15 minutes teaching-10 minutes break-15 minutes teaching-10 minutes break-15 minutes teaching-10 minutes break-5 minutes feedback
Interesting. This theory reminds me of spiral learning, whereby revisiting & strengthening whatever is taught. I would be interested to hear whether such frequent breaks work in terms of flow & content delivery. That said there is no point delivering if you have lost student attention!