The document discusses how cognitive science research shows that introducing "desirable difficulties" into teaching and learning can improve student outcomes compared to traditional methods. Some desirable difficulties discussed include spacing out practice over time rather than massing it all at once, interleaving practice of different topics rather than blocking practice, and testing students rather than just having them restudy material. While these methods may seem counterintuitive, research shows they can promote deeper and more durable learning compared to allowing students to simply study without difficulties. The document argues educators should look to incorporate findings from cognitive science into educational practice to better inform how students learn.

1. Fail Better
helping students fail to succeed
Sarah Bowers and Julia Denholm

2. The Impact of Cognitive Science on
Post-secondary Teaching
“It is sadly true that most of the way we teach and
learn is uninformed by laboratory findings in
human cognition.” (Halpern & Hakel, 2002, p. 1)
Tradition: one
Brain research: nil

3. Failure
“Don’t call it a mistake, call it an education.”
Thomas Edison

4. Learning from Failure
Ever tried.
Ever failed.
No matter.
Try again.
Fail again.
Fail better.
Samuel Beckett
Worstward Ho (1983)

5. Productive Failure
“If you're not prepared to
be wrong, you'll never
come up with anything
original.”
Ken Robinson
The Element: How FindingYour Passion Changes
Everything (2009)

6. Desirable Difficulties

7. Spacing
— Massed Practice
— Spaced Practice

8. Spacing
0% 10% 20% 30% 40% 50% 60% 70%
Massed Practice (10 problems in 1 day)
Spaced Practice (5 problems with 7 day gap)

9. Interleaving
RIA Novosti archive, image #399644 /Vitaliy Karpov / CC-BY-SA 3.0 [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-
sa/3.0)], via Wikimedia Commons

10. Interleaving
Blocked
Mixed

11. Testing

12. Testing
A. study + study + study + study
B. study + test + test + test
Tested 5 min, 2 days, 1 week later.
After 5 min, group A did somewhat better.
After 1 week, group B did substantially
better.
Roediger, H.L., & Karpike, J.D. (2006)

13. Caveats

14. So What?

15. Sources
Ansari, D., & Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive
Sciences, 10(4), 146–151. http://doi.org/10.1016/j.tics.2006.02.007
Benassi,V.A., Overson, C. E., & Hakala, C. M. (2014).Applying Science of Learning in Education: Infusing Psychological
Science into the Curriculum (Vol. 37). Retrieved from http://teachpsych.org/ebooks/asle2014/index.php
Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R.A. (2013).Why interleaving enhances inductive learning:The roles of
discrimination and retrieval. Memory & Cognition, 41(3), 392–402. http://doi.org/10.3758/s13421-012-0272-7
Bjork, E. L., & Bjork, R.A. (2009). Making Things Hard onYourself, But in a Good Way: Creating Desirable Difficulties to
Enhance Learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 55–64.
Clarke, C. M., & Bjork, R.A. (2014).When and Why Introducing Difficulties and Errors Can Enhance Instruction. In C.
M. Benassi,V.A., Overson, C. E., & Hakala (Ed.),Applying Science of Learning in Education.
Desirable Difficulties in the Classroom | Psychology Today. (n.d.). Retrieved from
https://www.psychologytoday.com/blog/all-about-addiction/201105/desirable-difficulties-in-the-classroom
Desirable Difficulties Perspective on Learning. (n.d.). Retrieved from
http://bjorklab.psych.ucla.edu/pubs/RBjork_inpress.pdf
Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424.
http://doi.org/10.1080/07370000802212669
Roediger, H.L., & Karpike, J.D. (2006).Test-enhanced learning:Taking memory tests improves long-term retention.
Psychological Science, 17(3), 249-255. doi: 10.1111/j.1467-9280.2006.01693.x
Römer, C. (1993).The role of deliberate practice in the acquisition of expert performance. Psychological Review,
100(3), 363–406. http://doi.org/10.1037/0033-295X.100.3.363
Pyc, M.A., & Rawson, K.A. (2010).Why Testing Improves Memory: Mediator Effectiveness Hypothesis. Science,
330(6002), 335–335. http://doi.org/10.1126/science.1191465

16. Thank you!
Please contact either or both of us for
more discussion or additional references.
sbowers@langara.ca
juliadenholm@capilanou.ca