How The Brain Really Learns

Core message: The study techniques that feel productive (re-reading, highlighting, massed practice) give an illusion of mastery. Durable learning comes from strategies that are a little effortful and spaced out over time.

The big six strategies (in plain English):

Retrieval practice – quiz yourself, close the book, explain from memory; then check and correct. Strengthens memory and diagnoses gaps.

Spacing – leave time between sessions; the “reload” makes learning stick far better than cramming.

Interleaving – mix different problem types so you learn to spot which method fits a question.

Elaboration – connect new ideas to prior knowledge; use “how/why/when would this fail?” prompts and teach-back.

Generation – try before you’re told; even a wrong first attempt boosts later learning.

Reflection & calibration – brief reviews, low-stakes quizzes, and accuracy checks to combat the illusion of knowing.

Classroom moves that work:

Frequent low-stakes quizzes; free-recall minutes at lesson end; student “summary sheets”; testing groups that explain answers to each other.

How it feels: These methods can feel slower and harder than re-reading—but the very effort is the signal the brain is building stronger, more versatile knowledge.

If you want to learn efficiently and Well

Retrieve, don’t re-read. We ask students to pull answers from memory—mini quizzes, cold recall, and coaching questions. Retrieval strengthens memory and reveals gaps far better than passively going over notes.

Space the reps. We revisit ideas across days and weeks instead of cramming once. The slight “forgetting” between sessions makes relearning stronger and longer-lasting.

Interleave topics. Instead of long blocks on one type of question, we mix problem types so students learn to recognise which method to use—just like match practice, not drills in isolation.

Elaborate & explain. Students link new ideas to what they already know—“why does this work?”, “where would it fail?”, “teach it back in 60 seconds.” These connections become extra retrieval cues.

Generate before you’re shown. We let students attempt a problem or predict an answer before teaching it. That small struggle primes deeper learning.

Reflect & calibrate. Low-stakes checks help students judge what they truly know (not just what feels familiar), then target weak spots.

What a Lesson Should Feels Like

Fast warm-up recall → bite-size teaching → mixed practice (past-paper style) → quick reflection and a spaced plan for what’s next. It’s purposeful and a bit effortful on purpose—those “desirable difficulties” are what make gains durable.

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Blog-ready summary: Make It Stick (Brown, Roediger & McDaniel)