This article, brought to my attention by an SGS Board member, suggests that much of what we think is good for our children to study effectively is just … wrong. Some counter-intuitive or counter-traditional approaches that are rooted in research include:
- Varying study locations instead of setting up one, quiet space;
- Varying the types of material studied in one sitting – the brain likes to make and break patterns as part of the learning and re-learning process;
- Viewing testing as an ideal learning opportunity in and of itself rather than an assessment of what has been mastered.