Spacing and Interleaving 間距和交錯

Think of something you know really well, something you have deep knowledge of and are confident you could apply effectively in different contexts.

想想你真正掌握的東西，有些東西你有深刻的認識，並有信心，你可以在不同環境下有效地應用。

How did that understanding develop for you? Chances are in whatever way it happened it probably took quite a bit of time.

這種理解是如何制定的嗎？沒準以任何方式它發生大概花了相當多的時間。

That's how deep and enduring learning develops.

這是深刻而持久的學習如何發展。

It's almost invariably distributed over long periods of time with ample opportunities for feedback and reflection.

它幾乎無一例外地分佈在與反饋和反思充分的機會很長一段時間。

This is called spaced practice.

這被稱為隔開的實踐。

A learning principle we're all familiar with, both in our academic and daily lives, yet in schools it's a learning principle we frequently forget or ignore.

一個學習的原則，我們都很熟悉，無論是在我們的學術和生活，但在學校是一個學習的原則上，我們經常會忘記或忽略。

Too often our students, especially as they make their way through school from K to 12, are taught in ways that run counter to what we know to be best practice for creating long-term learning.

很多時候我們的學生，尤其是當他們做他們的方式通過學校從K至12日，被教導在違背我們所知道的是創建長期學習的最佳實踐方法。

Surveys indicate that the most frequent way for students to study, especially in junior high and high school, is called massed practice or more commonly cramming.

調查顯示，最常見的方式，為學生學習，特別是在初中和高中，被稱為集結實踐或更常見臨時抱佛腳。

This usually involves students intensively studying over a short period of time, often the night before they have a test.

這通常涉及學生鑽研在很短的時間內，通常是夜間，他們有一個測試之前。

What happens next compounds the problem of cramming.

接下來會發生什麼化合物臨時抱佛腳的問題。

That's because many times the students end up doing okay or even more than okay on the test.

這是因為很多時候學生最終做得很好，甚至多好呀上的考驗。

It turns out that our human memory is pretty good at retaining a surprising amount of information for short periods of time.

事實證明，我們人類的記憶是在保留的信息數量驚人的短時間內還不錯。

那就是問題所在。

知識被保留的時間很短。

在三個星期後，給這些學生突擊相同的測試，看看他們是怎麼做的。

My experience is that those same students who achieved high scores retain little of what they knew a few weeks earlier.

我的經驗是，誰取得高分的學生一樣保留一點他們所知道的幾個星期前。

Even more interesting would be to have students take their final exam from June the following September.

更有意思的是讓學生六月九月下面把他們的期末考試。

You could even limit the important skills and concepts from the previous year.

你甚至可以限制從上年的重要技能和概念。

How do you think they would do? The problem of fragile knowledge, as the physicist Richard Feynman called it years ago, is a common one in our schools.

你怎麼認為他們會怎麼做？脆弱知識的問題，因為物理學家理查德·費曼年前把它稱為，是我們學校的一個常見的一種。

This is because for the most part we don't seem to value learning that creates lasting and transferable understanding beyond the immediate.

這是因為在大多數情況下，我們似乎沒有創建持久的，可轉讓的理解超越眼前值學習。

If so, we would place front and center the principle of spaced practice as we design curricula, instruction, and assessment.

如果是這樣，我們將使前面和中心間距實踐的原則，我們設計的課程，教學和評估。

Surprisingly, one of the oldest and most powerful research basis in cognitive science has to do with just this learning principle.

出人意料的是，在認知科學中最古老和最具實力的科研依據之一，與眼前這個學習原則去做。

For over a century, numerous studies have demonstrated that distributing learning over time in relatively short intervals is a much better way to develop enduring and usable memories.

了一個多世紀，許多研究已經證實，在比較短的時間間隔分發學習隨著時間的推移是開發持久和可用存儲器的更好的方法。

This is in comparison to devoting the same amount of learning time in less frequent and longer sessions or even in single intensive sessions.

這是相比於在較不頻繁的和更長的會話或者甚至在單個密集會話投入的學習時間相同。

The principle of spaced practice is one of the most important for long-term learning.

隔開實踐的原則是長期學習的最重要的問題之一。

That's in addition to of course the principle of active learning or thinking to learn as we have described throughout this course.

這是除當然主動學習或思考，因為我們在整個這門課程描述學習的原則。

Spaced practice applies to children and adults of all ages for any subject and it's useful for memorizing basic facts in addition to learning complex skills and high order thinking.

間隔方法適用於兒童和所有年齡段的任何主題的成人和它是除了學習複雜的技能和高層次思維記憶基本事實是有用的。

Lets now talk about how this principle applies to designing curricula, choosing teaching strategies and planning homework.

現在，讓我們談談這個原則如何應用於設計課程，選擇教學策略和規劃功課。

Recall, however, that our basic operating assumption is that we want to create long-lasting and transferable understanding for students.

回想一下，但是，我們的基本假設操作是，我們要為學生創造持久的，可轉讓的理解。

The first move in applying the concept of spaced practice is to identify the most important concepts and skills you want your students to walk out of your class, department, or school knowing, what's most worth learning for the future for every learner.

在應用實踐中間隔的概念的第一個舉動是，以確定你希望你的學生走路類，部門或學校出會心的最重要的概念和技能，什麼是最值得學習的未來每位學員。

This will then provide a sense of priority and focus for what is to be learned in a distributed way.

那麼這將提供優先的意識和重點是什麼在分佈式的方式學習。

It's also the first step in what Grant Wiggins calls backward design.

這也是在哪些格蘭特·威金斯調用落後設計的第一步。

And it will prevent you from suffering the futility of trying to teach everything of importance as he puts it.

它會阻止你痛苦的努力，他把它教給所有重要的東西是徒勞的。

It will also prevent, hopefully, the student corollary of the futility of forgetting almost everything of importance.

它也將阻止，希望幾乎遺忘的重要性一切是徒勞的學生必然結果。

Spaced practice has implications for how you plan the sequencing of priority concepts and skills in your course over time.

間隔練習對你如何隨時間計劃優先級概念和技能排序在你的課程意義。

Instead of teaching a concept or skill intensively over days or weeks as a unit, better would be to plan spreading the learning of the most important concepts over months, returning to them periodically to build and reinforce.

代替教學集中在數天或數週作為一個單元的概念或技術人員，更好是計劃擴展中最重要的概念，在學習過幾個月，返回到他們定期構建和加強。

This lends itself to a companion spacing principle called interleaving.

這適合於一個叫交錯同伴間距原則。

We discussed this previously in the student learning strategy section of this course.

我們以前在這門課程的學生的學習策略部分討論這一點。

Recall that interleaving involves spending some time learning one thing, then pausing to concentrate on learning a second thing, then returning to the first thing and possibly starting to learn a third thing, all occur without fully learning to completion any one of those subjects.

回想一下，交織，需要花一些時間學習一件事，然後停下來專心學習第二件事，然後返回到第一件事情，可能開始學習一個第三件事，都發生而沒有充分學習完成這些主題中的任何一個。

This sounds confusing, but it works, especially if you're a good planner who can keep track of lots of things.

這聽起來令人困惑，但它的工作原理，特別是如果你是一個很好的策劃者誰可以隨時掌握很多東西的。

As you can see from this English class example, a teacher could block the four elements of their course and teach each consecutively in a concentrated way.

正如你可以從這個英語課的例子看，一個老師可以阻止他們的課程的四個要素，並以集中的方式連續任教每個。

Instead, this teacher has chosen to interleave the topics in a way that makes sense for the material and the students she's teaching.

相反，這位老師卻偏偏交織的主題在某種程度上是有道理的物質和她教學生。

She might even teach a given topic a few days in a row.

她甚至可能在一排教給定主題幾天。

It all depends on the subjects at hand and how they build on one another.

這一切都取決於手頭上的科目，以及它們如何建立彼此。

Also important of course is how well her students are grasping the material.

此外，當然重要的是如何以及她的學生們正在抓緊材料。

The research is strong about how interleaving enhances learning in a spaced practice way.

這項研究是關於強在交錯間隔開的實踐方式是如何增強學習。

In the session on student learning strategies, we talked about the benefits of interleaving, but it's just as effective as a tool for curriculum design and instruction.

在對學生學習策略的會議上，我們談到了交錯的好處，但它只是作為課程設計和教學工具一樣有效。

With regard to teaching strategies, intentionally and frequently having students try to recall past learning is important, especially for the skills and knowledge you want to prioritize.

關於教學策略，故意並經常讓學生回想一下過去的學習是非常重要的，尤其是對於要優先考慮的技能和知識。

You can conduct mini reviews periodically in class, asking students to harken back to important concepts learned weeks before or to practice important skills learned earlier.

您可以在課堂上定期進行迷你評論，要求學生哈肯回到重要的概念了解到星期前或練習重要的技能前面學到的。

This need only take five or so minutes of class time.

這就需要只需要上課時間五分鐘左右。

Combined with retrieval practice, you have a very potent duo of in-class learning strategies.

檢索與實踐相結合，你有一流的學習策略非常有效的二人組。

It's hard to beat spaced retrieval practice to increase student learning.

它是很難被擊敗間隔檢索的做法，以增加學生的學習。

For homework, you can include questions or problems that require students to reflect back on previous learning.

對於作業，您可以包括的問題或要求學生反思回到以前的學習問題。

Again, the effect is amplified when coupled with retrieval practice.

再次，當與提取練習耦合效應被放大。

In testing, make your exams, when feasible, cumulative.

在測試中，讓你的考試，可行的情況下，累積的。

You can tell students that any given test might include not only current material, but also past material.

你可以告訴學生，任何給定的測試可能不僅包括當前的材料，而且過去的材料。

It's important that students know in advance the most important skills and concepts that will be included from past tests.

重要的是，學生們事先知道最重要的技能和概念將包括從過去的測試。

This means they need to have a clear sense of what the priority skills and knowledge include.

這意味著他們需要有什麼樣的優先級的技能和知識，包括透明感。

Also test the students unannounced on previous learning.

也考驗了學生以往的學習悄然而至。

Occasionally regive parts of a test taken weeks before, focusing on the important prior learnings.

之前測試採取週偶爾regive部分，專注於重要的學習收穫之前。

Don't tell them ahead of time, but alert students at the beginning of your course that you will retest and explain the reason for retesting.

不要告訴他們時間提前，但警惕學生的課程開始時，你將重新測試並解釋重新測試的原因。

By doing this, you're signalling that you value long-term learning and you're also highlighting learning priorities and at the same time devaluing the short-term learning benefits of cramming.

通過這樣做，你的信號，你看重長期的學習，你就也突出了學習的優先事項，並在同一時間惡補貶值的短期學習的好處。

In addition, it can provide useful information for you about what your students are retaining in enduring ways.

此外，它可以為你提供關於你的學生在保留持久的方式有用的信息。

Make sure you speak to your students about spaced practice and interleaving.

確保您給您的學生大約間隔實踐和交織說話。

They can get frustrated doing it especially at first because they feel like they're not mastering anything.

他們可以感到沮喪，這樣做尤其是在第一，因為他們感覺他們沒有掌握任何東西。

Also explain to them that concentrated focus on a single topic can provide an illusion of mastery in the short term, but not in a lasting way.

還向他們解釋，集中關注一個主題可以提供掌握的幻想在短期內，而不是在一個持久的方式。

最後要注意的是，有時候間隔練習是一個簡單呼叫記憶知識的方法。

That may be true, but as we all know, effective critical thinking, problem solving, and decision making all require ready access to critical information and knowledge.

這可能是真的，但我們都知道，有效的批判性思維，解決問題和決策都需要對關鍵信息和知識準備訪問。

In addition, as the work of Anders Ericsson about how experts are made reveals, one of the crucial factors in their development is deliberate practice extended over long periods of time.

另外，作為安德斯愛立信約專家如何取得的工作顯示，在其發展的關鍵因素之一是有意練習上延伸很長一段時間。

Both spaced practice and interleaving are integral to becoming an expert in any field or endeavor.

這兩個間隔的實踐和交織是不可或缺的成為在任何領域或努力的專家。

As teachers, we may not be developing world class experts, but we surely can model our practices after their techniques.

作為教師，我們可能不會發展中世界級的專家，但我們一定可以將他們的技術後，我們的方法模型。