Promising results for spaced learning

31 March 2017

The Education Endowment Foundation (EEF) has published an evaluation of SMART Spaces, a programme developed by the Hallam Teaching School Alliance in Sheffield and run by Notre Dame High School, which aims to boost GCSE science outcomes by breaking up intensive revision lessons.  The approach builds on evidence from neuroscience and psychology that suggests information is more easily learnt and recalled when it’s repeated multiple times and separated by periods of unrelated activity.

For the evaluation, 2,000 pupils in 15 schools took part in a small randomised controlled trial to investigate the efficacy of three different versions of the SMART Spaces programme: 10-minute spaces, 24-hour spaces and both 10-minute and 24-hour spaces.

The findings suggest that SMART Spaces is promising. Teachers found the lessons easy to deliver and incorporate into the timetable, and pupils appeared to respond well. The researchers also found some preliminary evidence that  the most promising approach to spaced learning combines the use of both ten-minute and 24-hour spaces between curriculum content.

You can read the full evaluation report on the EEF website, here.

Posted on 31 March 2017
Posted in: Evidence