MindTap Mastery Training for Psychology Courses
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MindTap Mastery Training uses distributed practice to help students master and retain course concepts in Psychology.
Why encourage MindTap MasteryTraining?
Because cramming doesn’t work.
Designed around distributed practice – proven as the best way to learn and retain information – MindTap Mastery Training offers remarkably precise methods to improve study time and outcomes.
- Enriched, interactive tools set up a study schedule based on targeted goals – with individual activities typically taking just five to ten minutes per day.
- Students are told when to start working, and when to stop for maximum retention.
- Result: Students master concepts without cramming.
This adaptive doesn’t run on confidence.
Unique among study aids, MindTap Mastery Training shows students when they’re ready to advance, and when their retention is falling short.
- Each dot represents a topic in the chapter.
- As students retain more concepts, the dots rise from first-level to the Mastery Zone.
- The dots lower when students show signs of forgetting – so they can re-learn right away, instead of the night before the exam.
- Detailed reporting shows you where the whole class stands, or where individual students are struggling.
Students have time for this!
An apple a day keeps the doctor away.
But you wouldn’t eat 30 apples the day before your doctor visit. MindTap Mastery Training works on the same principle.
- Students absorb concepts in “bites” of just five to ten minutes a day.
- These brief, easy, consistent study habits help them master foundational concepts and vocabulary – then come to class better prepared for assignments and tests.
For Best Results, Spread Your Study Over Time
Excerpted from Dunlosky, John, et al., “What Works, What Doesn’t,” Scientific American Mind, September/October 2013: 49-50.
Improving Students’ Learning With Effective Learning Techniques
Excerpted from Dunlosky, John, et al., “Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology,” Psychological Science in the Public Interest. 14(1) 4–58.
On the basis of the available evidence, we rate distributed practice as having high utility: It works across students of different ages, with a wide variety of materials, on the majority of standard laboratory measures, and over long delays. It is easy to implement (although it may require some training) and has been used successfully in a number of classroom studies. (p. 39-40)