Learning Strategies
This study strategy involves spreading out your practice sessions over time rather than cramming.
Spaced practice
According to Carol Dweck, this type of mindset holds that intelligence can be developed through effort and new strategies.
Growth mindset
On the authoritative-to-dialogic spectrum, the SI/ULAs are encouraged to lean toward this end, while the instructor fills the other.
Dialogic
This mode of thinking is relaxed and unfocused, and is when your brain makes unexpected connections — like the 'shower epiphany' phenomenon.
Diffused mode of thinking
This method has you switch between different topics or problem types within a single study session.
Interleaving
Bandura calls this 'the belief in one's capabilities to organize and execute the courses of action required to manage prospective situations.'
Self-efficacy
This is the term for when a student underperforms because they are worried about confirming a negative stereotype about their group.
Stereotype threat
This well-known taxonomy provides a hierarchy of cognitive skills from lower-order to higher-order.
Bloom's taxonomy
This strategy means testing yourself without looking at your notes and is one of the most effective ways to move info into long-term memory.
Retrieval practice
Of the four sources of self-efficacy, this one is considered the most influential because it provides direct evidence of whether you can succeed.
Performance/mastery experiences (past successes or failures)
A student in your review session keeps giving wrong answers and starts to disengage. Name one specific thing you could say to normalize the mistake and keep them engaged.
Any way of engaging, motivating them, and asking an open-ended question about their approach
Name two specific metacognitive strategies an LA can model or encourage during a review session — one to use before studying and one to use after.
Before: setting a goal or identifying what to focus on
After: reviewing what was missed, identifying gaps, planning next steps
This technique pairs written explanations with visual diagrams and is particularly useful for STEM content.
Dual coding
Deliberate practice, as defined by Ericsson, is built on these three core components. Name all three.
Goal-setting, feedback, and mentorship
This phrase describes the ideal zone of challenge for a student — not too easy, not overwhelming — often associated with mentorship in deliberate practice.
Zone of Proximal Development
These are the three stages of the metacognitive cycle that LAs can encourage students to use.
Plan, monitor, assess