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Our understanding of what works in classrooms has shifted considerably in the last decade. Cognitive scientists have used powerful new technologies to peer into the learning brain, revealing the critical鈥攁nd often underestimated鈥攊mportance of downtime and brain breaks. Other researchers, meanwhile, have pored over hundreds of experimental studies to identify outstanding practices teachers can count on, and quantified the benefits when those practices are applied with fidelity.

Here are 10 recent studies that we think have something important to add to the field of education鈥攁nd should be on every teacher鈥檚 radar.

POWER UP YOUR REVIEW SESSIONS

Two authoritative literature reviews, led by and , make encyclopedic contributions to the canon of effective learning strategies.

There are areas of clear consensus. Both Dunlosky and Carpenter zero in on the power of low-stakes practice tests, which can take the form of ungraded multiple choice, free-recall, or short-answer quizzes given by teachers鈥攐r can be self-administered by students using 鈥渁ctual or virtual flashcards鈥� or 鈥減ractice problems from textbooks,鈥� according to Dunlosky's study.

Other relatively simple forms of review like brain dumps, explaining material to yourself or to peers, and question-and-answer sessions are also effective, but there鈥檚 a general rule of thumb, according to Carpenter: When processing information, students must actively recall material from memory. Superficial strategies that require less effort, like rereading, highlighting, or copying, are typically far less productive.

Teachers who conduct a single session of review practice 鈥渃an generate memory improvements that persist for 9 months,鈥� Carpenter and her colleagues say, 鈥渁nd the positive effects of retrieval over multiple sessions can last for at least 8 years.鈥�

How frequently should material be revisited? Students who engage in review sessions further apart in time dramatically outperform students who engage in sessions clustered closer together in time鈥攁 phenomenon called the spacing effect. While there is 鈥渘o universal ideal spacing schedule,鈥� says Carpenter, teachers should think in terms of days, weeks, or even months. Allow for more time between sessions when material is already familiar to students, and less time when students have a more tenuous grasp of the information. 

The takeaway: Identify foundational concepts in your curriculum and weave them repeatedly through activities like low-stakes practice tests, review sessions, brain dumps, and group work throughout the year. Space your review activities days, weeks, or even months apart for best results. 

SHOULD YOU OPT FOR DIRECT INSTRUCTION, OR INQUIRY?

Despite the public battles pitting advocates of direct instruction against defenders of inquiry-based learning鈥攅ach side vouches for the superiority of its methods鈥攁 suggests that the combatants may be missing the point entirely.

鈥淚n our view,鈥� write the study鈥檚 authors, 鈥渢he debate should move beyond this contrast, because the merits of either approach can be very context dependent.鈥� When teaching students that the chemical formula for water in H₂O or asking them to perform 鈥渟traightforward operations鈥� like 鈥渉ow to calculate the number of atoms in 118 grams of water,鈥� direct instruction may well be the most efficient means at a teacher鈥檚 disposal. But when the material is more open-ended or requires students to apply learning in tricky new contexts鈥斺�渉ow does water鈥檚 boiling point change with altitude?鈥濃�攊nquiry-based learning may be a better way to 鈥渇oster deep conceptual understanding,鈥� the researchers note. 

Inside real classrooms, teachers move fluidly between modes: They might conduct a lecture for 20 minutes, then ask students to research a related phenomenon and propose hypotheses. Or, having established a strong foundation of knowledge through direct instruction, they may proceed to a project or research paper that requires students to generate their own knowledge within a domain. 

Moving briskly through dozens of reviews on the topic, the researchers locate the same dynamics in real-world settings: The shifting demands of both the curriculum鈥攁nd the students鈥攎eans 鈥漷hat teachers need not be bound to one mode throughout and can flexibly decide on the pedagogical approach for each concept and situation.鈥� Combining elements of each approach, they note with a hint of weariness, 鈥渟eems unavoidable when designing realistic, comprehensive real-classroom intervention.鈥�

The takeaway: Combine direct instruction, such as lectures, demonstrations, and closely-guided practice, with inquiry-based approaches that promote deeper comprehension and transference, such as open-ended questions, self-directed research, and projects. Be flexible and let the needs of your students and your learning goals guide your decisions.

THE VALUE OF BACKGROUND KNOWLEDGE FOR ALL AGES

A growing number of studies aligned with the 鈥渟cience of reading鈥濃�攁ll published in the last few years鈥攕hed light on the critical importance of embedding themes across your lessons, working to connect new material to prior learning, and building upon a rich foundation of background knowledge that students can access when encountering new ideas.

In a Harvard-led , researchers compared a traditional approach to reading instruction鈥攂uilding skills like identifying the main idea or citing evidence from the text鈥攖o a 鈥渒nowledge-rich鈥� approach that asked students to familiarize themselves with a topic in order to build 鈥済eneralized schemas that can be accessed and deployed when new, but related, topics are encountered.鈥� For example, if learning about how animals survive, they鈥檒l start with 鈥渃oncrete cases鈥� such as polar bears living in the Arctic, which later help them with more difficult but related concepts such as adaptation and ecosystems. Compared to their peers, students in the background knowledge approach scored 18 percent higher on later, science-related reading comprehension tests.

Building upon the same content-rich approach, another , this one led by University of Virginia researchers, saw reading scores improve by 16 percentile points鈥攁 gain that would see U.S. students jump from 15th to fifth place on international reading tests, if implemented nationally.

As you start new lessons, reinforce connections: Ask students to review a video or reading that introduces new information, then have them identify new vocabulary terms and concepts and actively connect them to prior learning. In 2013, that when sixth-grade students created concept maps to connect related ideas, for example, their reading comprehension scores rose sharply.

The takeaway: When planning for the year, identify a few unifying themes, and then 鈥漚sk yourself, 鈥楬ow can we integrate instruction around a coherent schema?鈥欌�� James Kim and Mary Burkhauser, who led the Harvard study on background knowledge. Kick off new units with activities that provide accessible, familiar entry points and have students work to connect them to the 鈥渂ig ideas鈥� they鈥檝e been exploring all year.

DRAW MORE TO LEARN MORE

In recent years, cognitive scientists have endorsed the notion that drawing is a powerful way to learn, since students not only encode the material more deeply鈥攑rocessing information visually, kinesthetically, and semantically.

But kids don鈥檛 need to be artists to partake of the benefits. In a , researchers asked students to create simple sketchnotes focused on 鈥渃apturing the relationships described in texts鈥濃�攍inking critical concepts with arrows, annotations, and other relational markings to create a bird鈥檚-eye view of the conceptual terrain. With the image completed and a new vantage point established, students were able to take stock of how ideas were connected and spot conceptual gaps in their thinking. Fifth graders who created sketchnotes outperformed their study-only peers by 23 percent on later tests of higher-order thinking, an outcome the researchers attributed to the creation of a 鈥渃oherent mental model鈥� that helped students 鈥渟ee the big picture.鈥� 

Representational drawings, meanwhile鈥攕imple sketches of cells or tectonic boundaries, for example鈥攃an boost factual recall by nearly double, according to a , but are less effective in terms of seeing how ideas connect broadly across a topic. Ask students to draw as a follow-on activity when introducing key concepts that lend themselves to visuals, because drawing is an effective 鈥渕emory facilitator,鈥� the researchers explain, and forces students to produce a 鈥渄etailed recollection, as opposed to a more general feeling of familiarity.鈥�

The takeaway: Drawing is generally underutilized in classrooms, and offers a wide range of productive formats. From more detailed renderings to simple sketches, mind maps, and annotated flow charts, drawing reliably deepens factual recall and comprehension as students tap into multiple ways to reconstruct the material.

PLAN BREAK TIME INTO LESSON PLANNING

More seat time equals more learning, one common view of education holds.

But recent studies cast doubts on the claim. In 2021, neuroscientists at the National Institutes of Health used magnetoencephalography鈥攁 sensitive brain-scanning technique鈥攖o of young adults as they learned how to type with their nondominant hand. After a practice session, the study participants were given a short break before continuing to work on acquiring the skill.

When analyzing the data, the researchers discovered that during wakeful rest the brains of the participants replayed the typing sequences over and over at a high rate of speed鈥攆lipping the material from the neocortex, where sensory and motor skills are processed, to the hippocampus, the brain鈥檚 memory center, over two dozen times in the span of 10 seconds. 

Below the threshold of consciousness, the researchers confirmed, participants were mentally practicing the skill during breaks. The finding echoes a that traced the same 鈥渘eural replay鈥� activity in rats who were learning how to navigate mazes.

We greatly underestimate the value of waking rest during learning, the scientists suggest. The success of early learning, in particular, is largely determined by the small gains that 鈥渙ccur between, rather than during, practice periods,鈥� the study authors note鈥攁nd incorporating downtime into your learning activities 鈥� as practice in learning a new skill.鈥�

The takeaway: Brain breaks aren鈥檛 just ways to cool off and re-energize; they鈥檙e an integral part of memory consolidation and may even play a role in developing new insights. When planning lessons鈥攑articularly those that cover new material鈥攃onsider blocking off intervals of rest, relying on simple activities like letting kids listen to music, chat for a minute or two with friends, or take a quick walk around the room.