In this tutorial review, we present the basic science behind each of these six key principles, along with more recent research on their effectiveness in live classrooms, and suggest ideas for pedagogical implementation. This is the case in spite of multiple recent academic (e.g., Dunlosky et al., 2013) and general audience (e.g., Dunlosky, 2013) publications about these strategies. ![]() A recent textbook analysis (Pomerance, Greenberg, & Walsh, 2016) took the six key learning strategies from this report by Pashler and colleagues, and found that very few teacher-training textbooks cover any of these six principles – and none cover them all, suggesting that these strategies are not systematically making their way into the classroom. In particular, a review published 10 years ago identified a limited number of study techniques that have received solid evidence from multiple replications testing their effectiveness in and out of the classroom (Pashler et al., 2007). From this work, specific recommendations can be made for students to maximize their learning efficiency (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013 Roediger, Finn, & Weinstein, 2012). However, over the past few decades, our field has made significant advances in applying cognitive processes to education. ![]() Education does not currently adhere to the medical model of evidence-based practice (Roediger, 2013).
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