Posted: April 25th, 2025

Week 5 Discussion

 

Learning Myths & Teaching Strategies

After reading Lessons for learning: How cognitive psychology informs classroom practice in

Module 5: Lecture Materials & Resources

, please respond and discuss the following.

1. Describe one of the myths about learning discussed by the authors that has shown to be false by research and how you either teach in a contrary manner or plan to in your teaching.
2. Pick one of the four outstanding teaching strategies given in this article and indicate how you will use it to enhance your teaching efficacy.
3. Describe an excuse that educators may use to avoid teaching based on research findings and provide a strong counter argument that none of your classmates have used.

Module 5: Lecture Materials & Resources

 

Applying Behavioral, Cognitive, Constructivist Approaches in Instruction & Grouping Practices

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. Students should always cross-reference the current APA guide for correct styling of citations and references in their academic work.)

Read

· Durwin, C. C., & Reese-Weber, M. J. (2020).

· Chapter 18: Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches

· Chapter 19: Grouping Practices

· Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. 
Phi Delta Kappan, 
100(4), 8-12.

·

Lessons for learning How cognitive psychology

Download Lessons for learning How cognitive psychology

 

Watch

·
Inquiry based learning: from teacher-guided to student-driven (5:25)
Edutopia. (2015, December 16). 
Inquiry based learning: from teacher-guided to student-driven [Video]. YouTube.

Inquiry-Based Learning: From Teacher-Guided to Student-DrivenLinks to an external site.

·
Cooperative learning demo (4:50)
FishbowlVideoProd. (2011, July 26). 
Cooperative learning demo [Video]. YouTube.

Cooperative Learning DemoLinks to an external site.

Module 5 Discussion

 

 

Learning Myths & Teaching Strategies

After reading 
Lessons for learning: How cognitive psychology informs classroom practice in 

Module 5: Lecture Materials & Resources

, please respond and discuss the following.

1. Describe one of the myths about learning discussed by the authors that has shown to be false by research and how you either teach in a contrary manner or plan to in your teaching.

2. Pick one of the four outstanding teaching strategies given in this article and indicate how you will use it to enhance your teaching efficacy.

3. Describe an excuse that educators may use to avoid teaching based on research findings and provide a strong counter argument that none of your classmates have used.

 

Submission Instructions:

· Your initial post should be at least 200 words, formatted, and cited in current APA style with support from at least 2 academic sources. 

 

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8 Kappan December 2018/January 2019

What We’ve learned about learning

Photo: iStock

POOJA K. AGARWAL (pooja@poojaagarwal.com) is an assistant professor at the Berklee College of Music in Boston, an adjunct professor at Vanderbilt

University in Nashville, and founder of RetrievalPractice.org, a hub of resources for teachers based on the science of learning. Her upcoming book,

coauthored with Patrice M. Bain, a veteran K-12 teacher, is Powerful Teaching, Unleash the Science of Learning (Jossey-Bass, Spring 2019). HENRY L.
ROEDIGER, III (roediger@wustl.edu) is the James S. McDonnell Distinguished University Professor at Washington University in St. Louis. His most recent

book, coauthored with Peter Brown and Mark McDaniel, is Make it Stick: The Science of Successful Learning (Harvard University Press, 2014).

Because learning is an incredibly complex behavior, the
science of learning includes many topics: how we learn and
remember information in school, how we learn from the
environment around us, how our actions influence what we
remember, and so on. With this in mind, it’s useful to think
of learning science as an umbrella term that spans many
research fields including psychology, computer science, and
neuroscience. Our own research sits in the field of cognitive
science or, more specifically, cognitive psychology. The
word cognition comes from the Latin word for “to know,”
and cognition refers to “behind-the-scenes” behaviors like
perceiving, attending, remembering, thinking, and decision

making. In cognitive psychology, we typically examine men-
tal operations, or behaviors occurring inside our heads.

Cognitive psychology examines processes we engage in
every day without stopping to reflect on the complex series
of behaviors that determine our success or failure. For exam-
ple, have you ever talked on a cell phone while driving a car?
Many complex cognitive operations are involved in both of
these activities (and there’s plenty of research demonstrating
it’s dangerous to attempt both at once!). Another example:
You meet someone at a party and later you remember details
about your new friend — where they live, where they work,
and so on — but you struggle to remember their name.

Lessons for learning:

How cognitive psychology informs
classroom practice
Laboratory science and classroom observation reveal four simple strategies that can
promote learning.

By Pooja K. Agarwal and Henry L. Roediger, III

http://crossmark.crossref.org/dialog/?doi=10.1177%2F0031721718815666&domain=pdf&date_stamp=2018-11-26

V100 N4 kappanonline.org 9

learning than they did in previous generations, and while
scientific evidence has dismissed many old myths, other
myths (such as the myth that children have specific learn-
ing styles) will likely remain in circulation for a while yet
(Willingham, 2018). But although we still have a long way
to go when it comes to ensuring that educators understand
scientific findings and can translate them to everyday
classroom practice, findings from cognitive psychology
hold a lot of promise. More than 100 years of research,
from both laboratory and classroom settings, have revealed
a number of powerful

strategies for teaching and learning.

In particular, four strategies stand out (Dunlosky et al.,
2013):

1. Retrieval practice boosts learning by pulling informa-
tion out of students’ heads (by responding to a brief
writing prompt, for example), rather than cramming
information into their heads (by lecturing at students,
for example). In the classroom, retrieval practice can
take many forms, including a quick no-stakes quiz.
When students are asked to retrieve new information,
they don’t just show what they know, they solidify and
expand it.

2. Feedback boosts learning by revealing to students what
they know and what they don’t know. At the same time,
this increases students’ metacognition — their under-
standing about their own learning progress.

3. Spaced practice boosts learning by spreading lessons
and retrieval opportunities out over time so that new
knowledge and skills are not crammed in all at once.
By returning to content every so often, students’ knowl-
edge has time to be consolidated and then refreshed.

4. Interleaving — or practicing a mix of skills (such as
doing addition, subtraction, multiplication, and divi-
sion problems all in one sitting) — boosts learning by
encouraging connections between and discrimination
among closely related topics. Interleaving sometimes
slows students’ initial learning of a concept, but it leads
to greater retention and learning over time.

These strategies have been tested in both the laboratory
and the classroom. In typical laboratory experiments on re-

Strategies informed by cognitive psychology can help you
remember names, concepts, and much more, and they have
powerful roles to play in the classroom, too.

In contrast to cognitive psychology, research on social-
emotional learning (e.g., growth mind-sets and character
development) investigates how we interact with the world
around us; in other words, what happens outside our heads.
This field comprises social and personality psychology, and
social psychologists examine behaviors such as how we
develop relationships, how we’re affected by culture, and
why we form stereotypes. Of course, the distinction is a bit
artificial because influences from the environment (such as
stereotypes) are carried in our heads and so also depend on
cognition. In other words, cognition affects how we behave
in the outside world, and the environment around us affects
the behaviors inside our heads.

While research on learning — arguably the most complex
cognitive process — can be based on observations, surveys,
or correlations, most of our research in cognitive psychol-
ogy is experimental. We use experiments to examine how
students learn everything from basic facts and vocabulary
words to how students apply their knowledge using com-
plex higher-order materials (Agarwal, in press). Or we
might compare popular study methods, such as rereading
or highlighting, to see which ones lead to longer-lasting
learning. (It turns out that both rereading and highlighting
are fairly ineffective; Putnam et al., 2016)

What did we used to think about learning, and what
have we discovered?

Some old ideas about learning die hard. Consider, for
example, the notion that memory can be improved with
practice. That is, if students practice memorizing poetry,
say, they will become better at memorization in general
and will be able to apply that skill to other subject matter.
Even today, some teachers remain convinced that this is an
important thing for students to do (Roediger, 2013). But
while it is tempting to imagine that exercising one’s mem-
ory will strengthen it, as though memory were a muscle,
that theory has been disproved time and again.

Or consider the enduring but flawed theory that scientists
refer to as “errorless learning,” the idea, popularized in the
1950s, that learning is most effective if students are pre-
vented from making errors. Even today, many of us cringe
when we see students struggling with a new concept or skill,
and we might have the knee-jerk desire to step in and correct
them before they stumble. Yet cognitive psychology has
shown that because we learn from our mistakes, errors are in
fact good for learning (Hays et al., 2013).

Of course, while educators today know much more about

More than 100 years of research, from

both laboratory and classroom settings,

have revealed a number of powerful

strategies for teaching and learning.

10 Kappan December 2018/January 2019

for example, they were asked to click through a set of
questions about the material. Notably, the quizzes touched
on only half of information that had been presented. Later,
when we gave them an end-of-unit assessment, their per-
formance was significantly better on the material that had
been covered in the clicker quizzes than the material that
wasn’t (94% vs. 81%) — i.e., just by completing a quick end-
of-class quiz on that material, students had improved their
memory and understanding of it. Even a couple of months
later, at the end of the semester, students performed sig-
nificantly better on the material that had been included in
the quizzes, scoring an entire letter grade higher on that
portion of the assessment than on the non-quizzed mate-
rial (79% vs.

61%

) (see Figure 1).

What does this mean for educators?
Many teachers already implement these strategies in one

form or another. But they may be able to get much more
powerful results with a few small tweaks. For example, we
often observe teachers using think-pair-share activities in
their classrooms — typically, they will give students a few
minutes on their own to think about a topic or prompt,
then a few more minutes to discuss it with a partner, and
then a chance to share their ideas as part of a larger class
discussion. But what, exactly, are students doing during the
think stage? They could easily be daydreaming, or wonder-
ing what to eat for lunch, rather than actively considering
the prompt. But if the teacher simply asks them to write
down a quick response, rather than just think, it becomes
an opportunity for retrieval practice, ensuring that students
are drawing an idea out of their heads and onto the paper.

Similarly, rather than assigning students to consider a
new topic, the teacher might ask them to do a think-pair-
share about content they learned the day or week before
— and now it becomes an opportunity for spaced practice;
students get to return to material and solidify their under-
standing of it.

Here’s another example: We often observe teachers begin
their classes by saying something to the effect of, “Here’s
what we did yesterday. . . .” and then reviewing the content.
Instead, they can pose it as a question, “What did we do yes-
terday?” and give students a minute to write down what they
remember. It’s a subtle shift (from a lecture by the teacher to
an opportunity for retrieval practice), but it can significantly
improve student learning, without requiring additional
preparation or classroom time. Even a single question, writ-
ing prompt, or quick no-stakes quiz can make a difference,
encouraging students to pull information out of their heads
rather than cramming it into them via lecturing or telling.

Why do these strategies improve learning? Consider

trieval practice, for example, students study a set of material
(e.g., foreign language vocabulary words, passages about sci-
ence), engage in retrieval practice (e.g., via recall or multiple-
choice quizzes), and complete a final exam immediately or
after a delay (e.g., ranging from minutes to hours or days).
Consistently, researchers see a dramatic increase in both
short-term and long-term learning (Adesope et al., 2017).

Similarly, research we conducted in several K-12 classrooms
demonstrated that these four strategies led to consistent and
reliable increases in students’ grades, confidence, and engage-
ment (Agarwal et al., 2014). Further, we found these strategies
to have strong potential to boost learning for diverse students,
grade levels, and subject areas (e.g., STEM, social studies,
language arts, fine arts, and foreign languages). And other
researchers have demonstrated that these strategies improve
not just the learning of basic factual knowledge, but also skill
learning (including CPR resuscitation) and critical thinking
(such as applying knowledge in new situations) (McDaniel,
et al., 2013).

In one of our studies (Roediger et al., 2011), students
in a 6th-grade social studies class were given three brief,
low-stakes quizzes, using clicker remotes (wireless devices)
to answer questions. Following a lesson on Ancient Egypt,

FIGURE 1.

Student performance with and without
retrieval practice
Sixth-grade students performed better on material presented
both in a social studies lesson and on a quiz (retrieval
practice) than on material presented only in a lesson.

100% —

90% —

80% —

70% —

60% —

50% —

Ex
am

p
er

fo
rm

an
ce

Retrieval Lessons Retrieval Lessons
practice only practice only

End of the chapter End of the semester

94%

81% 79%

61%

V100 N4 kappanonline.org 11

of both lab and classroom research has demonstrated that
retrieval practice improves students’ learning beyond rote
memorization.

I have to spend more time prepping for class and/or more
time grading. As we mentioned earlier, small changes in
class (like swapping reviewing for retrieving) can make
a large difference for student learning. Many teachers
already use these strategies, and cognitive psychology
research affirms that teachers should aim to increase the
amount of retrieval, feedback, spacing, and interleaving
in the classroom. In addition, because these strategies are
most effective when they are no- or low-stakes, they don’t
require any grading at all. When students respond to a
quick writing prompt in class, for example, there’s no need
to collect their paper — it’s simply a retrieval opportunity
for learning, not for assessment.

I can’t cover as much material. When it comes to the
trade-off of time vs. content, think about it this way: If
students remember more, you save time by reteaching
less. If we want to make sure that time spent teaching is
time spent learning, then using research-based strate-
gies to boost learning at the outset will make a large dif-

this quick question: Who was the fourth president of the
United States? A plausible answer may have jumped in-
stantly to mind, but you probably had to struggle mentally
to come up with a response. It’s precisely this productive
struggle or “desirable difficulty” during retrieval practice
and the three additional strategies that improves learning.
(By the way, the fourth president was James Madison, but
you’ll likely remember that much better if you managed to
retrieve it from your memory rather than waiting for us to
remind you of the name!)

Teachers can use these four strategies (retrieval practice,
feedback-driven metacognition, spaced practice, and inter-
leaving) with confidence because they are strongly backed by
research both in laboratories and classrooms. The rigor of sci-
ence gives us confidence that these strategies aren’t fads, and
successful classroom implementation gives us confidence that
they work in the real world, not just in the laboratory.

What are some hesitations when putting this
research into practice?

So far, we’ve presented a few basic principles of learning
from cognitive psychology, briefly described the research
behind them, and shared some flex-
ible teaching strategies to improve
learning (take a moment: Can you
retrieve the four strategies?). However,
we know it can be daunting to change
teaching practices or add yet another
approach to an ever-increasing pile of
instructional tools. So here are a few re-
sponses to common hesitations about
implementing strategies like retrieval
practice and spacing:

These strategies only apply to mem-
orization. Actually, a growing body
of research demonstrates that simply
encouraging students to retrieve what
they know improves their ability to
apply that knowledge, transfer it to
new situations, and retain complex
ideas in content areas ranging from
Advanced Placement social studies to
medical school. In one study, for exam-
ple, college students learned about the
structure of bat wings using retrieval
practice. On a final test, students were
better able to transfer their knowledge
to questions about the structure of
airplane wings (Butler, 2010). A wealth

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References

Adesope, O.O., Trevisan, D.A., & Sundararajan, N. (2017). Rethinking the use

of tests: A meta-analysis of practice testing. Review of Educational Research,

87, 659-701.

Agarwal, P.K. (in press). Retrieval practice and Bloom’s taxonomy: Do

students need fact knowledge before higher order learning? Journal of

Educational Psychology.

Agarwal, P.K., Bain, P.M., & Chamberlain, R.W. (2012). The value of

applied research: Retrieval practice improves classroom learning and

recommendations from a teacher, a principal, and a scientist. Educational

Psychology Review, 24, 437-448.

Agarwal, P.K., D’Antonio, L., Roediger, H.L., McDermott, K.B., & McDaniel,

M.A. (2014). Classroom-based programs of retrieval practice reduce middle

school and high school students’ test anxiety. Journal of Applied Research in

Memory and Cognition, 3, 131-139.

Agarwal, P.K., Finley, J.R., Rose, N.S., & Roediger, H.L. (2017). Benefits from

retrieval practice are greater for students with lower working memory capacity.

Memory, 25, 764-771.

Butler, A.C. (2010). Repeated testing produces superior transfer of learning

relative to repeated studying. Journal of Experimental Psychology: Learning,

Memory, and Cognition, 36, 1118-1133.

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T.

(2013). Improving students’ learning with effective learning techniques:

Promising directions from cognitive and educational psychology.

Psychological Science in the Public Interest, 14, 4-58.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York, NY:

Penguin Random House.

Hays, M.J., Kornell, N., & Bjork, R.A. (2013). When and why a failed test

potentiates the effectiveness of subsequent study. Journal of Experimental

Psychology: Learning, Memory, and Cognition, 39, 290-296.

McDaniel, M.A., Thomas, R.C., Agarwal, P.K., McDermott, K.B., & Roediger, H.L.

(2013). Quizzing in middle-school science: Successful transfer performance

on classroom exams. Applied Cognitive Psychology, 27, 360-372.

Putnam, A.L., Sungkhasettee, V.W., & Roediger, H.L. (2016). Optimizing

learning in college: Tips from cognitive psychology. Perspectives on

Psychological Science, 11, 652-660.

Roediger, H.L. (2013). Applying cognitive psychology to education:

Translational educational science. Psychological Science in the Public Interest,

14, 1-3.

Roediger, H.L., Agarwal, P.K., McDaniel, M.A., & McDermott, K.B. (2011). Test-

enhanced learning in the classroom: Long-term improvements from quizzing.

Journal of Experimental Psychology: Applied, 17, 382-395.

Willingham, D.T. (2018, Summer). Does tailoring instruction to “learning

styles” help students learn? American Educator.

ference for you in class and for your students outside of
class: They won’t need to do so much cramming before
an exam.

What’s next for the science of learning?
We know much more about learning than we did 100

years ago. But what does this mean for education at large?
There are many next steps for fields within the science of
learning, including cognitive psychology.

First, we need to continue to demonstrate that these prin-
ciples of learning apply for diverse students and diverse
environments. Recent cognitive psychology research has
taken place in urban and rural K-12 classrooms, as well as
public and private colleges and universities. In addition,
preliminary data demonstrate that brief in-class quizzes
boost learning for students in special education (Agarwal
et al., 2012) and that college students with lower working
memory benefit more from retrieval practice than students
with higher working memory (Agarwal et al., 2017). Even
so, to truly push the science of learning from the laboratory
to the classroom, more research needs to be conducted in
partnership with teachers in diverse classrooms.

Second, we need to know more about student motivation.
Why are some students inspired and driven to learn in
school whereas other students are less motivated (despite
some being avid learners for hobbies or sports)? How can we
encourage students who have little interest in learning? We’ve
all encountered a few lucky students who find an inspiring
teacher with whom they click, increasing their drive to learn.
But as far as we can tell, motivation is a complex cognitive
process, and there are likely to be no panaceas here, no
tried-and-true strategies that always work. Frequent retrieval
practice (e.g., weekly mini-quizzes) can improve student
engagement and student study habits, and instilling a growth
mind-set may help some students, too (Dweck, 2006). Even so,
we suspect that motivation is likely to be the next frontier in
the science of learning, which will require collective efforts by
developmental, social, and cognitive psychologists.

Lastly, we need to get knowledge about effective learning
strategies (ones shown to work in both lab experiments and
classroom studies) into the hands of teachers and learners.
Today, a number of books, websites, and resources provide
accurate information and helpful advice for both educators
and students. (See, for example, retrievalpractice.org and
learningscientists.org.) However, we have much more to
do on this score. Research from cognitive psychology has
powerful implications for learning, and the best way to make
an impact is by disseminating and sharing this research with
fellow educators. We hope you will join us in this effort as we
continue to explore learning — and the science behind it. K