ABSTRACT
Applying research is about making changes to a person's teaching practice. Therefore, application of research has a direct link to pedagogy. Almost any lesson in any subject could vary the extent to which learners have to actively retrieve information or skills from memory. This could vary from a low to a high level, and there is strong evidence to suggest that this is an effective way of consolidating learning. Teachers can add well-chosen examples to both presentation and practice of concept learning, ideally interleaving these to help learners develop an understanding of how concepts differ. According to the spacing effect, it is likely that increasing the time delay between initial learning and practice will boost attainment. Courses and individual topics can vary widely in terms of the proportion of time devoted to presentation of new material, compared to that allocated to practice.
