The classroom environment is a constant flow of new information. As educators rush to cover the curriculum, it’s easy for material taught in October to be forgotten by December. However, one of the most effective strategies for ensuring long-term learning and deep understanding is the intentional, continuous exposure of students to previous material. This practice, rooted in cognitive science, is essential for transforming fleeting memory into durable knowledge.
The primary reason to revisit past concepts is to counteract the Forgetting Curve, a psychological model developed by Hermann Ebbinghaus. This curve illustrates that memory retention drops off rapidly after initial learning, losing up to 50% of new information within a day if it is not reinforced.
By exposing students to previously learned material in structured ways, we interrupt this steep decline. This process, known as spaced repetition or retrieval practice, forces the brain to pull information out of long-term storage, strengthening the neural pathways associated with that memory. Each time a student successfully retrieves a concept, the memory trace becomes stronger, making it less likely to be forgotten in the future.
Mathematics and science, and indeed many academic subjects, are hierarchical. New concepts are built upon a foundation of prerequisite knowledge. For instance, a student cannot master algebraic factoring if they have forgotten basic multiplication and distribution.
Continuous review ensures that the foundational blocks remain solid. When students encounter a challenging new topic, having instant, effortless recall of the previous, related material allows them to allocate their cognitive resources to understanding the novel information rather than struggling to remember the basics. This not only improves performance on advanced topics but also boosts student confidence and reduces the frustration associated with feeling "lost" or unprepared.
Once a unit is complete, simply telling students to "go back and review" is rarely effective. Educators must integrate low-stakes, high-impact review strategies into the daily and weekly flow of the class.
1. Warm-Ups and Bell Ringers
Start class 3-4 times a week with a short, 5-minute bell ringer that requires students to retrieve a concept from a few weeks or months ago.
Example: In a history class, the prompt might be, "Explain the first two steps in solving a two step equation.
2. Cumulative Quizzes and Exams
Design formal assessments to be cumulative. While the focus should be on the most recent material, a small percentage (10-20%) of questions should be dedicated to material taught at the beginning of the semester. This sends a clear message that all material remains relevant.
3. Interleaving Practice
This is a highly effective, research-backed technique where different types of problems or concepts are mixed together in homework or practice sets.
Example: Instead of giving students 20 problems on calculating the area of a rectangle, mix in problems on calculating volume, finding perimeter, and solving for a missing side length from a previous unit. The student must first identify the problem type before solving, which is a powerful act of retrieval.
4. "Two-Minute Talk" Summaries
At the end of a lesson, pair students up and have them spend two minutes summarizing a previously learned concept that is a prerequisite for today's lesson. This quick, low-stakes verbal review reinforces retrieval and peer teaching.
By intentionally and systematically looping back to past concepts, educators can ensure that students don't just "pass the test" but genuinely internalize and retain the knowledge, preparing them for success in future courses and beyond.
Think about using some of these things in your class to help students retain the information. Let men now what you think, I'd love to hear. Have a great day.
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