It turns out, perhaps the most compelling data to support spacing and interleaving is not quantitative at all. Instead, it is the qualitative feedback from students and teachers.
Continue Reading The Science of Forgetting and the Art of Remembering (Part II)
All students, even high achieving, highly motivated ones, forget huge swathes of what they learned. How can we improve this?
Continue Reading The Science of Forgetting and The Art of Remembering