This document discusses principles for effective teaching and learning. It outlines the RIGOR framework which stands for retrieval, interleaving, generation, organization, and reflection. Each component is described in one to two sentences. Retrieval involves regularly testing yourself to reinforce learning. Interleaving means mixing different subject matters to find connections. Generation means explaining concepts in your own words. Organization is creating mental models to structure information. Reflection looks back on what worked and how to improve. The document advocates for making learning an active, effortful process through these techniques.
4. The Architecture of Teaching & Learning
Why Care? Practices Conversation
Planning
etrieval
nterleaving
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rganization
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G
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R I G O R
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D e s i r a b l e
D i f f i c u l t i e s
L e a r i n g i s d e p e r
a n d m o r e d u r a b l
w h e n i t ’ s e f f o r f u l .
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R I G O R
etrieval
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To Learn, Retrieve
• we rapidly lose 70% of what we read or hear
• re-reading texts (massed practice) is common, ineffective
• students who read passage, then took test, retained 50% more
• give quizzes before and after lessons; not multiple choice!
• cumulative learning accrues like compound interest
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R I G O R
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Researchers initially predicted that massed practice in
identifying painters’ works (studying many examples
of one painter’s works before moving on) would best
help students learn the defining characteristics of each
artist’s style. The researchers were wrong. The
commonalities proved less useful than the differences.
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R I G O R
etrieval
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To Learn, Interleave Your Practices
• mixing skills, subjects, problem types (interleaving)
• in one study, it boosted test performance by 215%
• what kind of problem is this? (assess context)
• feels slower, so it’s unpopular, seldom used
• sleep enables memory consolidation (spaced practice)
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R I G O R
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Add Meaning by Making Connections
• Explain new material in your own words
• Connect new ideas to what you already know
• Frame new knowledge in a larger context
• Memory is like Velcro (tiny hooks + loops)
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R I G O R
etrieval
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Organize Ideas into Mental Models
• a set of interrelated ideas, a sequence of motor skills
• extract key ideas è organize into mental model
è connect to prior knowledge è better learning
• experts struggle to teach novices; different
precision
durability
transfer
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R I G O R
etrieval
nterleaving
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To Reflect, Look Back and Within
• what you did, what worked, how might do differently
• spaced retrieval, new connections, visualization
• what we know about what we know, and how we learn
“People who as a matter of habit extract underlying principles
or rules from new experiences are more successful learners than
those who take their experiences at face value.”
14. Peter Morville @morville Ÿ Apr 26
I’m planning to write a book about planning.
And I’d love your help!
intertwingled.org/planning-book/
Like search, planning is a literacy that’s not taught in school. Yet,
it’s a key to success in life and work. We plan for births, weddings,
careers, retirements, and deaths. We plan events, trips, projects,
and systems. We do it all the time, but we make the same mistakes.
15. 15
“One of the most common myths of agile
software development is that agile
teams don’t plan. In fact, agile teams do
a much more thorough job of planning
than many traditional project teams.”
short iterations, pairing, daily
standups, last responsible moment,
tests, fail fast, feedback, reflection
“Planning is a skill, and the only way
to get better is to practice.”