Many students invest hours in revision strategies that feel productive but lead to fragile learning, high anxiety, and rapid forgetting. Cognitive science research shows that some of the most popular techniques-such as re-reading and highlighting-are among the least effective, while less intuitive approaches such as retrieval practice, spacing, and learning through error produce durable understanding and deeper transfer. In this interactive session, participants will explore key findings from cognitive psychology and neuroscience on how learning really happens. Using concrete classroom examples from secondary and Diploma contexts, the workshop will unpack why testing can be a powerful learning tool, how distributed practice supports long-term retention, and how “getting it wrong” can strengthen understanding rather than undermine confidence. Participants will critically reflect on their current revision and assessment practices and redesign a learning activity using evidence-based strategies that improve retention, reduce cognitive overload, and support student well-being.
