Arrange to review key elements of course content after a delay of several weeks to several months after initial presentation.
Have students alternate between reading already worked solutions and trying to solve problems on their own.
Combine graphical presentations (e.g., graphs, figures) that illustrate key processes and procedures with verbal descriptions.
Connect and integrate abstract representations of a concept with concrete representations of the same concept.
Use quizzing with active retrieval of information at all phases of the learning process to exploit the ability of retrieval directly to facilitate long-lasting memory traces.
Assist students in identifying what material they know well, and what needs further study, by teaching children how to judge what they have learned.
Use instructional prompts that encourage students to pose and answer “deep-level” questions on course material. These questions enable students to respond with explanations and supports deep understanding of taught material.