“The most fundamental goals of education are long-term goals. As teachers and educators, we want targeted knowledge and skills to be acquired in a way that makes them durable and flexible.” – R. Bjork
One of the more counterintuitive things about learning is that when we consider matters in the long term, the kinds of activities we do in the short term might not be as effective as we think. A ‘desirable difficulty’ refers to a learning task that may prove difficult initially but that leads to greater learning and mastery over an extended period of time. Independent learners are characteristically very good at embracing desirable difficulties and view the process of retrieval or having to generate information from memory as an effective method of consolidation.
The term was coined by Robert Bjork in 1994 when he made a helpful distinction between learning and performance. Performance is something that is easily measured through cues and engagement while learning is only something we can infer. Activities like cramming, re-reading material and highlighting information can give the impression of learning but these kinds of activities are often illusory as Bjork explains:
“Basically, current performance, which is something we can observe, is an unreliable index of learning, which we must infer. Massed practice on a task, for example, often leads to rapid gains in performance, but little or no effect on learning, as measured by long-term retention or transfer.”
In helping students to become independent learners who are able to access and use a broad range of knowledge in a wide range of contexts over a long period of time, there are a number of approaches supported by evidence that are useful but can often be met with initial resistance from the student who can feel that by being ‘busy’ they are learning something when in fact they may not be using their time as productively as they could be.
The importance of retrieval:
An effective way of students consolidating learning is to engage in retrieval strategies which require the student to search their long term memory for information as opposed to using their working memory to do ‘busy work.’ Reading over or highlighting material is not as ‘difficult’ a task as trying to retrieve it as the students feel engaged and the material is often already familiar them. This paradox is explored by Graham Nuthall who writes:
“Our research shows that students can be busiest and most involved with material they already know. In most of the classrooms we have studied, each student already knows about 40-50% of what the teacher is teaching.”
Nuthall’s work shows that students are far more likely to get stuck into tasks they’re comfortable with and already know how to do as opposed to the more uncomfortable enterprise of grappling with uncertainty and indeterminate tasks. A good example of this, as Alex Quigley has pointed out is that engagement in the form of the seemingly visible activity of highlighting is often “little more than colouring in.”
The Testing Effect:
The testing effect is a well established phenomenon that has been replicated many times in cognitive psychology. This process doesn’t have to be high stakes and actually works better when students get into a regular pattern of active recall through flashcards or self quizzing in an independent manner.
“Varying the context, examples, and problem type engages processes that can lead to a richer and more elaborated encoding of concepts and ideas, which can, in turn, support transfer of that learning to new settings.”
Many of these findings are somewhat counterintuitive when considered in terms of traditional methods of learning where typically students study a unit of material, say a half term and then are tested at the end of that unit.
Bjork’s research found that in the above model, no. 4 was actually the most effective method of retaining knowledge over a longer period of time. He suggests that engaging students in a process of ‘non-threatening’ retrieval through low stakes testing on a regular basis, and harnessing that process as part of covering the content is a far more effective way of consolidating learning.
“difficult but successful retrievals are better for memory than easier successful retrievals”
So having students generate answers rather than just re-read or highlight material, having them regularly engage in self-quizzing through the use of flashcards or multiple choice questions and ultimately have them step into the liminal space of ‘desirable difficulties’ means they will be far better prepared to remember and transfer knowledge in classroom discussions, presentations and formal exams.
– What does the concept of ‘desirable difficulties’ look like in your subject?
– what are the barriers to students embracing difficulty and challenge?
- What Is the Testing Effect, and How Does It Affect Learning, Knowledge, and Retention?
- How Tests Make Us Smarter
- Deliberately difficult – why it’s better to make learning harder
- Test-enhanced learning: Using retrieval practice to help students learn
- Remembering, Forgetting, and Desirable Difficulties
- Bjork, Robert ‘Desirable Difficulties Perspective on Learning’ https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/RBjork_inpress.pdf
- Pyc, Mary A.; Rawson, Katherine A. (May 2009). “Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?” (PDF). Journal of Memory and Language. 60 (4): 437–447. doi:10.1016/j.jml.2009.01.004.
- Roediger, H. and Karpicke, J. (2006) ‘The Power of Testing Memory, Basic Research and Implications for Educational Practice’, Perspectives on Psychological Science Volume 1—Number 3
- Nutshell, Graham ‘The Hidden Lives of Learners,’ (2007, p.24)