OVERVIEW OF SPACED PRACTICE

Students learn two types of knowledge in the classroom that require study and practice: declarative (facts) and procedural (skills). Declarative knowledge involves learning facts and information. For example, learning what an amoeba is or the rules of basketball would be declarative knowledge. When the focus is on skills or processes such as reading a map, performing long division, or editing an essay, that’s procedural knowledge.

For either type of knowledge, educators typically present learning material, show examples, check for understanding, and then proceed to guided practice that drills students on the material and independent practice. Before practicing — the performance of an activity repeatedly or regularly to acquire, improve, or maintain skill or knowledge proficiency, these prerequisites should be in place:

  • A classroom environment conducive to learning
  • Personal connection to what is being learned
  • Adequate knowledge/skill base or conceptual understanding

Once these needs are met, teachers can extend study time over several class sessions — which is known as spacing or distributed practice — with not too much lapse, in time. This spaced practice has been shown to better foster long-term retention of knowledge than a single study session (“massed” practice).

This discovery dates to nineteenth century studies that demonstrated spaced study over several days resulted in better memory storage over time than what is today termed “cramming.” Each study session should vary, too, to optimize learning, and incorporate a mix of practice types.

Watch the video Spacing Improves Long-Term Retention (4.58 minutes) for a spaced practice overview.

Why would you recommend cramming information for an exam rather than consistently studying?

Key Points

  • Practice requires students to practice content knowledge to the point of moving it into long-term memory or to practice skills or processes to the point of becoming fluent.
  • Research shows spaced study practice is more effective for learning retention than massed practice.
  • Spaced study practices should vary and be challenging.