Buku Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain
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Buku Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain

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Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain

Author:Pooja K. Agarwal & Patrice M. Bain

Language: eng

Format: epub

ISBN: 9781119521839

Publisher: Wiley

Published: 2019-06-05T00:00:00+00:00

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Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain

First, students can (and will) cram for cumulative exams. They’re typically high-stakes, and the amount of knowledge students are being tested on can be daunting. Students re-study material introduced months prior to the exam – a definite form of spacing – but they likely cram in all that information during a panic-filled all-nighter. Is this type of “spacing” the night before an exam going to boost long-term learning? Probably not. As we know from the study by Roddy Roediger and Jeff Karpicke in Chapter 2 on cramming, students will do well on an exam in the short term, but they won’t remember much in the long term.

Second, just because content on a cumulative exam is related, it doesn’t mean it’s interleaved. For example, let’s say that students in a semester-long course on earth science learn about plate tectonics and the formation of rocks. Do questions about the two related topics require careful discrimination? Probably not. Similarly, a cumulative exam in math could include algebra problems related to linear equations, polynomials, and irrational numbers, but that doesn’t mean students are engaging in interleaving. As we mentioned in Chapter 4, the key to interleaving is mixing up similar concepts, not just related concepts.

Even if an exam is cumulative, students can (and will) cram!

 

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Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain

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Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain

 

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Powerful Teaching by Pooja K. Agarwal & Patrice M. Bain

Author:Pooja K. Agarwal & Patrice M. Bain , Date: June 11, 2019

,Views: 73

Author:Pooja K. Agarwal & Patrice M. Bain

Language: eng

Format: epub

ISBN: 9781119521839

Publisher: Wiley

Published: 2019-06-05T00:00:00+00:00
First, students can (and will) cram for cumulative exams. They’re typically high-stakes, and the amount of knowledge students are being tested on can be daunting. Students re-study material introduced months prior to the exam – a definite form of spacing – but they likely cram in all that information during a panic-filled all-nighter. Is this type of “spacing” the night before an exam going to boost long-term learning? Probably not. As we know from the study by Roddy Roediger and Jeff Karpicke in Chapter 2 on cramming, students will do well on an exam in the short term, but they won’t remember much in the long term.

Second, just because content on a cumulative exam is related, it doesn’t mean it’s interleaved. For example, let’s say that students in a semester-long course on earth science learn about plate tectonics and the formation of rocks. Do questions about the two related topics require careful discrimination? Probably not. Similarly, a cumulative exam in math could include algebra problems related to linear equations, polynomials, and irrational numbers, but that doesn’t mean students are engaging in interleaving. As we mentioned in Chapter 4, the key to interleaving is mixing up similar concepts, not just related concepts.

Even if an exam is cumulative, students can (and will) cram!

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