Watch me put research-based learning principles to the test as I learn mental arithmetic. I use testing, lots of relevant, deliberate practice with feedback, spaced practice, interleaving, and review to learn to become as good at mental math as I can in 40 hours. 0:00 An introduction 0:20 The plan 1:08 How I apply the science of learning 3:29 My first diagnostic test 4:20 Reflections after ten hours 5:06 I'm noticing patterns 6:23 How to use practice tests to learn 8:47 Ten hour mark test 9:17 Next steps If you want to be the first to know about the courses I'm releasing, sign up here: Sign up to my email newsletter, Avoiding Folly, here: Here’s the link to the course I’m using: The link to the book I mentioned: (I'm a Bookshop.org affiliate, so get a commission if you purchase through this link). REFERENCES: For a readable introduction to interleaving in math from the teacher’s perspective, see: For more background on interleaving (like so many of these principles, it get’s complicated), see: Firth, J., Rivers, I., & Boyle, J. (2021). A systematic review of interleaving as a concept learning strategy. Review of Education, 9(2), 642-684. For more on spaced practice, see: Latimier, A., Peyre, H., & Ramus, F. (2021). A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. Educational Psychology Review, 33(3), 959-987. For evidence supporting the “keep testing learned items” idea, see this classic: Karpicke, J. D., & Roediger III, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968.
