Professional Development to Practice
Preparatory Reading
Read - Thalheimer, W. (2006, March). Spacing
Learning Over Time. Retrieved February 5,
2013, from http://www.worklearning.com/catalog/
Write down key concepts.
Reflect – How are you already applying this
concept in your teaching practices?
Professional Development to Practice
Spaced vs. Massed Practice
An Effective Teaching/Learning
Practice
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Professional Development to Practice
Effective Teaching/ Learning
Practices (EP)
Overview and Purpose
of EP
Spaced versus
Massed
Practice
Assessment
Capable
Learners
Spaced versus
Massed
Reciprocal
Teaching
Feedback
Professional Development to Practice
Learning Objectives
Understand the research and core components
of spaced versus massed practice
Determine the types of concepts which best fit
spaced practice
Determine the amount of space between
repetition or practice of concepts
Apply spaced practice to identified concepts.
Plan for classroom application
Professional Development to Practice
Pre/Post Assessment
Please complete the Pre Assessment
Consultant will collect and compare to the Post
Assessment that will be given after the training
Professional Development to Practice
Expectations For Training
To incorporate effective spaced practice into
teaching/learning practices
(Use with factual information.)
Professional Development to Practice
Session At-A-Glance
Research and core components
Concepts that best fit spaced practice
Schedule of spaced practice
Application
Plan for implementation
Professional Development to Practice
Meeting Norms
Be RespectfulBe an active listener.
Use notes for side bar.
Be ResponsibleBe on time for sessions and after breaks
Silence cell phones—reply appropriately
Be a Problem SolverAsk questions as needed to clarify concepts or
directions
Professional Development to Practice
Introductions/ Reading
Reflection
Turn to a shoulder partner and discuss:
Major concepts learned in the assigned reading
Ways in which spaced practice is already being
used in your classroom
Concepts in which this practice could be applied
Professional Development to Practice
What are Effective
Teaching/Learning Practices?
Effective teaching/learning practices at the
classroom level are evidence-based effective
methods that are not content related and when
implemented with fidelity and informed through
data can produce positive, sustained results for
every student.
Professional Development to Practice
Is Spaced versus Massed an Effective
Teaching/Learning Practice?
Research on Spaced versus Massed practice
began in 1885 with Ebbinghaus.
Research literature focuses spaced practice use
primarily on motor skills, vocabulary
development, and learning math facts.
Spaced repetitions have been shown to be
more effective than massed practice on long
term retention of concepts.
Professional Development to Practice
Spaced vs. Massed Practice
“Repetition of information improves learning and memory.
No surprise there. However, how information is repeated
determines the amount of improvement. If information is
repeated back to back (massed or blocked presentation), it
is often learned quickly but not very securely (i.e., the
knowledge fades fast). If information is repeated in a
distributed fashion or spaced over time, it is learned
more slowly but is retained for much longer.”
Roediger III, H. L., & Pyc, M. A. (2012)
Professional Development to Practice
Definitions
Massed Practice – Conditions are those in
which individuals practice a task continuously
without rest. (Cramming)
Spaced Practice – Conditions are those in
which individuals are given rest intervals within
the practice sessions. (Distributed or
interleaving)
Professional Development to Practice
Spaced vs. Massed Practice
2 meta-analyses, 63 studies, Rank 13th
(Self-Reported
Grades)
(.71 effect size)
Professional Development to Practice
Spaced vs. Massed Practice and
Missouri Teacher Standards
Spaced vs. Massed Practice aligns with the
following Missouri Teacher Standards:
Standard 1, Quality Indicator 2
Standard 2, Quality Indicator 3
Standard 6, Quality Indicator 4
Professional Development to Practice
Spaced vs. Massed Practice and
Missouri Teacher Standards
Standard 1: Content knowledge aligned with
appropriate instruction.
1.2: Student engagement in subject matter
Standard 2: Student Learning, Growth and Development
2.3: Theory of learning
Standard 6: Effective Communication
6.4: Technology and media communication tools
Professional Development to Practice
Research
5th grade vocabulary (Sobel, Cepeda &
Kapler, 2011)
One group reviewed terms a 2nd time immediately
after initial learning (massed).
One group reviewed 1 week after initial learning
(spaced).
Test given 5 weeks after last review revealed
students remembered 20.8% of vocabulary with
spaced practice versus 7.5% with massed practice
Professional Development to Practice
Research
High School students learning French
vocabulary (Bloom & Shuell, 1981)
Words studied for 30 minutes in one day (massed)
Words studied for 10 minutes on 3 consecutive
days (spaced)
Spaced studying group recalled 35% more words on
a recall test 4 days after last review
Professional Development to Practice
Research
1st grade phonics learners (Seabrook, Brown, &
Solity, 2005)
Spaced practice = 2 minutes per day for 3
consecutive days
Massed practice = 6 minutes on one day
Spaced learning group showed better knowledge of
letter sounds and better reading ability when tested
2 weeks later
Professional Development to Practice
Research
3rd graders learning math facts
(Rea & Modigliani, 1985)
Spaced practice tested 70% correct
Massed practice tested 53% correct
Professional Development to Practice
Spaced Practice
Core Components
Use on factual information (e.g. vocabulary,
math facts, spelling)
Space the practice or repetition of the learning
over time
Allowing time between practice
OR
Teach a different concept between practice
Professional Development to Practice
Spaced Practice
Core Components
At least 3 repetitions for each concept
Repetitions need not be identical
Vary examples and context
Vary the mode – paraphrasing, discussion, role
play
Vary the media – video, computer, internet
Professional Development to Practice
Examples
 Students practice math facts flash cards at the beginning of
each math class rather than spend an entire class period
practicing
 Key terms are reviewed for a long term topic/project every
Monday
 Topics covered in previous learning sessions are reviewed at
the beginning of class with the use of a quiz, bell question,
or activity
 Include items from previous learning for homework
 Use cumulative tests so students will review and study
essential information needed for long term recall
Professional Development to Practice
A-B Teach
Get into pairs
One person is A and one person is B
A teaches Massed Practice to B
B teaches Spaced Practice to A
Include definition, core components and
examples
Professional Development to Practice
Why is Spaced Practice Effective?
Wider spacing requires extra cognitive effort to
recall
Wider spacing creates multiple retrieval routes
that aids remembering
Spacing with a variety of modes, media, and
examples reduces learning fatigue and therefore
increases student engagement
Spacing increases the chance the student will
utilize concept between practice sessions
Professional Development to Practice
What is the Ideal Spacing?
The ideal spacing should be 15-20% ratio of
gap to when the students will need to retain the
information (or be tested)
Example – you begin a unit that will last 6 weeks.
You should space time spent on reviewing
vocabulary to once a week (6X.20=1.2)
Professional Development to Practice
What is the Ideal Spacing?
15-20% is a guideline not an absolute
Work within your timelines and class structures to
incorporate spaced practice of key concepts and
facts associated with your curriculum
Longer gaps between review can have powerful
effects on retention of material
Professional Development to Practice
Implementation Example
The teaching of the concept “Spaced versus
Massed practice”
1. Introduced to concept with a reading, highlighting
of key concepts, and reflection
2. Concept is presented and discussed
3. Participants are expected to apply concept to
their classroom
4. Follow up
There is space or a gap between each session
Professional Development to Practice
Implementation Example
Your students will need to know specific math
concepts for the MAP test in the spring
You introduce the first concept in September
As each additional concept is introduced you
review the other concepts with homework, bell
question, and/or occasional quizzes.
The space between the review is 15-20% of 7
months (gap between initial learning and the test)
or every 4 to 6 weeks. (7X.20=1.4)
Professional Development to Practice
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to
improving the quality of instruction.
Sp ac ed ver su s M a sse d P r act ice Pr o f il e
Far from
Close to Proficient
Proficient
(Skill is emerging, but
Exemplary proficiency
(Follow-up
not yet to ideal
Essential Function
Ideal Implementation
Proficient
professional
proficiency.
development and
Coaching is
coaching is
recommended.)
critical.)
Educator provides
Educator plans for and provides instruction
Educator consistently Instruction and
repeated instruction and and practice in a repeated fashion consistently plans for instruction
practice are not
distributes practice of a
spaced over time.
and practice in a
spaced over time.
1
skill/concept over
repeated fashion
extended period of time.
consistently spaced
over time.
Professional Development to Practice
Implementation Practice
Choose a concept/set of facts related to your
curriculum and determine how you will structure
spaced practice
How much space will be between practice?
Will you vary the practice or keep it the same?
Will you use a bell question, homework, or cumulative
tests to aid in your spaced practice?
Be prepared to share out
Professional Development to Practice
Implementation Fidelity
Spaced versus Massed Instruction
Implementation Fidelity Checklist
Instructions: This checklist is designed for frequent checking on the fidelity of implementing
spaced versus massed instruction. Fidelity should be monitored “early and often” (Harn, Parisi,
& Stoolmiller, 2013) especially early in implementation. It is recommended that educators selfmonitor their fidelity daily during early implementation. A on-site coach may also observe and
use this form to record fidelity. Completed checklists can be discussed during coaching
conversations. If the number of 'Yes' items is repeatedly fewer than four(4), then coaching may
be beneficial.
Date:
1
Teacher (I)…
Includes spacing of instruction in lesson plans
when teaching factual information (e.g. math
and vocabulary).
2
Includes at least 3 repetitions of practice in
lesson plans spaced over the day.
3
Varies the type (mode, media, context) of the
repeated practice and instruction.
Collects data on spacing of instruction and
practice opportunities.
4
Total
Yes
Partially
No
If partially or no, explain.
Professional Development to Practice
Implementation Schedule
Concept or skill for spaced practice _______________________________________________________________
Method of
Review
Date
Date
Date
Date
Date
Date
Date
Reviewed Reviewed Reviewed Reviewed Reviewed Reviewed Reviewed
Professional Development to Practice
Potential Challenges
What are potential challenges to
implementation?
List these on a post it note and put on chart
paper.
Professional Development to Practice
Here’s what. So what? Now what?
Complete the graphic organizer.
Share at table in Round Robin fashion.
How will the information learned today
influence your teaching?
List 3 ways you will use this practice. Be
specific in your application.
Professional Development to Practice
Next Steps: Action=Results
Next Steps: Actions = Results
Content Focus
Collaborative Data Teams
Effective Teaching/Learning Practices
School: _________________________
Common Formative Assessment
Data-based Decision-making
Date Next Steps Form Written:_______________________________
Teams (e.g. grade level or content): _________________________________________________________________________________
Action Planned
What?
Responsible
Person(s)
Who?
Timeline
When?
Resources/Support Needed
Results
So What?
What steps will you take to start implementing?
Professional Development to Practice
References/Resources
 Carpenter, S.K., Cepeda, N.J., Rohrer, D., Kang, S.K., Pashler, H. (2012). Using
Spacing to enhance diverse forms of learning: Review of recent research and
implications. Educational Psychology, 24, 369-378.
 Cepeda, N.J., Vul, E., Rohrer, D., Wixted, J.T., Pashler, H. (2008). Spacing effects in
learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11),
1095-1102.
 Donovan, J.J., Radosevich, D.J. (1999). A meta-analytic review of the distribution of
practice effect: Now you see it, now you don’t. Journal of Applied Psychology,
84(5), 795-805.
 Pavlik, P.I., Anderson, J.R. (2008). Using a model to compute the optimal schedule
of practice. Journal of Experimental Psychology, 14(2), 101-117.
 Sobel, H.S., Cepeda, N.J., Kapler, I.V. (2011). Spacing effects in real-world
classroom vocabulary learning. Applied Cognitive Psychology, 25, 763-767.