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In this episode, Anna is joined by two world-renowned experts in human memory and learning, Dr. Elizabeth Bjork and Dr. Robert Bjork, to explore what makes a difficulty desirable in learning.
They explain why some learning strategies that feel effortful often leads to stronger, longer-lasting retention while strategies that feel easy, like rereading or rewatching lectures without self-testing, or cramming, can create an illusion of mastery. The conversation unpacks retrieval practice, spacing, interleaving, variation, and addresses common misconceptions about what makes a difficulty desirable, and why what looks like slow progress in the short term may actually lead to more durable learning in the long-term.
This episode will be of interest to educators at all levels and is especially important for high school and university students and their teachers who want to develop effective study habits grounded in science.
This episode is also available at www.youtube.com/@chalktalk-stokke
SHORT COURSE
TIMESTAMPS
[00:00:22] Introduction
RELEVANT PREVIOUS EPISODES
Evidence-based teaching strategies with Paul Kirschner
How we learn: Naïve, purposeful, and deliberate practice with Stephen Chew
https://www.podbean.com/ew/pb-mrwn2-18adce0
Powerful teaching with Patrice Bain
How to excel in math and other tough subjects with Barbara Oakley
EPISODE TRANSCRIPT
https://www.annastokke.com/transcripts/ep-66-transcript
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.com
FB: Chalk & Talk
IG: @chalkandtalkpodcast
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
By Anna Stokke4.8
7878 ratings
In this episode, Anna is joined by two world-renowned experts in human memory and learning, Dr. Elizabeth Bjork and Dr. Robert Bjork, to explore what makes a difficulty desirable in learning.
They explain why some learning strategies that feel effortful often leads to stronger, longer-lasting retention while strategies that feel easy, like rereading or rewatching lectures without self-testing, or cramming, can create an illusion of mastery. The conversation unpacks retrieval practice, spacing, interleaving, variation, and addresses common misconceptions about what makes a difficulty desirable, and why what looks like slow progress in the short term may actually lead to more durable learning in the long-term.
This episode will be of interest to educators at all levels and is especially important for high school and university students and their teachers who want to develop effective study habits grounded in science.
This episode is also available at www.youtube.com/@chalktalk-stokke
SHORT COURSE
TIMESTAMPS
[00:00:22] Introduction
RELEVANT PREVIOUS EPISODES
Evidence-based teaching strategies with Paul Kirschner
How we learn: Naïve, purposeful, and deliberate practice with Stephen Chew
https://www.podbean.com/ew/pb-mrwn2-18adce0
Powerful teaching with Patrice Bain
How to excel in math and other tough subjects with Barbara Oakley
EPISODE TRANSCRIPT
https://www.annastokke.com/transcripts/ep-66-transcript
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.com
FB: Chalk & Talk
IG: @chalkandtalkpodcast
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social

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