Target distributed-learning research at IEPs, remedial math and reading programs, and study-skills time-management instruction¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Commenting on Son and Simon's review of distributed learning, the author identifies application targets: individual education programs for cognitively challenged students, remedial programs moving nonproficient students in math and reading to higher proficiency, and "any study skills program where time management is taught as part of the self-regulation" as targets for research combining spacing and metacognitive monitoring principles. He also stresses that many K-12 experiences involve motor learning with technical-skill components.

Design Implications¶

Context¶

Requirements¶

• Educational settings where spacing can be incorporated into program design, such as individual education programs and remedial instruction

Constraints¶

• The commentary finds the implications of spacing for metacognition less convincing, partly due to differences in operational definitions of valid metacognitive measures across education and psychology

Target Learners¶

• Cognitively challenged students, nonproficient math and reading students, and K-12 students in technical-skill courses

Target Learning Goals¶

• Skill proficiency, remediation in math and reading, and self-regulated time management

Claims¶

• Proportional measurement of relearning intervals poses a scaling problem for mapping optimal relearning schedules [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Gary D. Phye. (2012). Commentary on the Special Issue. Educ Psychol Rev. https://doi.org/10.1007/s10648-012-9211-1