Learning Techniques Library
Author: Bo Bennett, PhD — Practical, science-backed strategies for effective learning. Explore techniques, evidence, and step-by-step how-tos.
Overview
This library summarizes nine evidence-based learning techniques. Each entry includes a description, summary of supporting research, practical how-to steps, and a difficulty level to help you prioritize which to try.
Spaced Repetition (SRS)
Difficulty: Medium
Description: Spaced repetition schedules review of information at increasing intervals to exploit the spacing effect and strengthen long-term memory.
Evidence: Robust meta-analyses show strong effects for long-term retention compared with massed practice (Cepeda et al., 2008; Kornell, 2009).
How-to: Use flashcards (physical or apps like Anki), schedule reviews with expanding intervals, focus on retrieval rather than re-reading. Start with short intervals and lengthen as recall improves.
Active Recall
Difficulty: Low–Medium
Description: Actively retrieve information from memory (self-testing) instead of passively reviewing notes.
Evidence: Retrieval practice produces larger learning gains than restudying; testing enhances retention and transfer (Roediger & Karpicke, 2006).
How-to: Use practice tests, flashcards with active prompts, close-book summaries, and teach-back methods. Schedule retrieval sessions before re-studying material.
Interleaving
Difficulty: Medium
Description: Mix practice of different but related topics or skills rather than studying one topic in isolation (blocked practice).
Evidence: Interleaving improves discrimination and long-term learning for category-based tasks and skills (Rohrer & Taylor, 2007; Kornell & Bjork, 2008).
How-to: Alternate problems from different topics during practice sessions, rotate topics within a study block, and avoid only massed repetitions.
Elaborative Interrogation
Difficulty: Low
Description: Ask "why" questions about facts to connect new information with prior knowledge and generate explanations.
Evidence: Studies show elaboration strategies improve comprehension and memory, especially when learners generate meaningful explanations (Pressley et al., 1992).
How-to: After reading a fact, ask "Why is this true?" or "How does this relate to what I already know?" Write short explanations linking concepts.
Self-Explanation
Difficulty: Medium
Description: While studying, explain to yourself the steps and reasoning behind worked examples or concepts to uncover gaps and consolidate understanding.
Evidence: Self-explanation improves problem solving and transfer across domains (Chi et al., 1989; Renkl, 1997).
How-to: While solving problems or reading worked examples, narrate your reasoning, note why each step follows, and identify assumptions. Compare with expert solutions.
Pomodoro Technique
Difficulty: Low
Description: Time-management method using focused intervals (commonly 25 minutes) separated by short breaks to maintain sustained attention and avoid fatigue.
Evidence: While primarily a productivity method, short focused sessions can help reduce cognitive fatigue and improve focus; combine with active study techniques for best results.
How-to: Work for 25 minutes, take a 5-minute break; after 4 cycles, take a longer break (15–30 minutes). Use a timer and eliminate distractions during work intervals.
Dual Coding
Difficulty: Low–Medium
Description: Combine verbal and visual representations (words + images) to create complementary memory traces and improve recall.
Evidence: Dual coding theory (Paivio) and subsequent studies show improved recall when learners encode both imagery and verbal descriptions (Mayer, 2001).
How-to: Create diagrams, timelines, or concept maps alongside concise text. Convert complex paragraphs into labeled visuals, and test recall from images.
Retrieval Practice
Difficulty: Low–Medium
Description: Intentionally practice retrieving information (similar to active recall) but includes varied formats like free recall, cued recall, and practice tests.
Evidence: Strong and replicable effects across contexts — retrieval practice enhances retention and application more than passive review (Roediger & Butler, 2011).
How-to: Use low-stakes quizzes, write-from-memory summaries, practice with flashcards, and incorporate spaced retrieval for best effect.
Feynman Technique
Difficulty: Medium
Description: Learn by teaching — explain a concept in simple language as if teaching a beginner, identify gaps, then refine your explanation.
Evidence: Teaching and explanation-based learning promotes deeper understanding and reveals misconceptions (various educational studies support explanation as an active learning strategy).
How-to: Pick a concept, write an explanation for a novice, simplify language, use analogies, and revise after identifying gaps. Then test by teaching a real person or recording yourself.
Choosing Techniques
Start with Active Recall and Retrieval Practice (low friction). Add Spaced Repetition for long-term retention. Use Dual Coding and Self-Explanation for conceptual material. Interleaving is powerful for skills and problem-solving. Track difficulty and results, and iterate.