Distributed Instruction vs. Massed Instruction…… The Spacing Effect
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Transcript of Distributed Instruction vs. Massed Instruction…… The Spacing Effect
Research Evidence to Support the
Consultation Model in Itinerant Early
Childhood Special Education Services
Distributed Instruction vs. Massed Instruction…… The Spacing Effect
What It Is and Why It Should Matter to Itinerant Early Childhood Special Education Professionals
Research and Development Support
Margie Spino, M.A.
Doctoral Student - U. Toledo
Consultation vs. One-to-One and Small Group Instruction in Itinerant ECSE Services: Which is More Efficient ?
• The adoption of a consultation model as the primary mode of intervention in IECSE services must be based on the the effectiveness of instruction vs. traditional patterns of practice
Rationale for Consultation / Coaching in IECSE Services If periodic or episodic intervention (usually 60-90
minutes per week in traditional IECSE service delivery) is as efficient as distributed or spaced instruction (or practice), then there is no need to adopt a consultation model as the primary mode of intervention
• However….. if distributed or spaced instruction or practice is a more efficient model of learning, then adoption of a consultation approach to IECSE intervention is warranted
Rationale for Consultation / Coaching in IECSE Services
If consultation is to be considered as a preferred alternative to 60-90 minute, one-to-one or teacher-directed small group instruction, then the research base related to efficiency of child learning must be examined
Research Support: Distributed Instruction and Practice
AdultsEbbinghaus, 1885/1964Donovan & Radosevich, 1999, meta-analysisCepeda, Pashler, Vul, Wixted & Rohrer, 2006, meta-analysis
Children - ages 3 months to 8 years oldChilders & Tomasello, 2002 (word learning)
Rea & Modigliani, 1985 (spelling, math)Rovee-Collier, 1995 (visual recognition)Seabrook, Brown, & Solity, 2005 (phonics)
Massed vs. Distributed Practice
Massed Practice• Child instructed with same materials, multiple times in single session, without a break
• EXAMPLE: Identifying basic shapes for 20 minutes in one day
Distributed Practice• Child practices with
same or different materials, multiple times, with breaks between instruction/ practice
• EXAMPLE: Practice identifying basic shapes for 10 mins. during sessions scheduled several times per week
Research with Children
Rea and Modigliani,1985 3rd graders (8.5 years) taught spelling words and
math facts Students ranked as Level 1 (top half of class) or Level 2
(bottom half of class)
Results: Better on spelling and math tests when had spaced
instruction rather than massed instructions Spaced instruction was better for both Level 1 and 2
students (ability level didn’t matter)
Seabrook, Brown & Solity, 2005
Experiment Task: 34 children (mean age 5 years.6 mos.) taught
phonics over two weeks
Schedule: Clustered = one, 6-minute session per day within a
regular classroom setting. Distributed = three, 2-minute sessions per day within a
regular classroom setting
Results: Children in distributed condition had test scores 6 times greater than children in clustered condition
Childers and Tomasello, 2002
How many times (and how many days) does a 2-yr old need to hear a word to learn it?
In 2 experiments, 2 yr olds were taught ‘silly’ nouns and verbs (words they had never seen) over the course of a month in sessions lasting 5 - 10 min
Childers and Tomasello, 2002Results:
• Best learning occurred when teaching was distributed
• The more days that children heard the words, the better able they were to learn the words Best = 4 days, 3 days Worst = 1 day, 2 days
• Children learned words better if they heard the words 1x/day for 4 days rather than 8x/day for I day
Major Findings
Spacing (distributing) instruction benefited children and adults whether the tasks were physical or cognitive.
Spacing instruction within the day (e.g., three 2-min sessions/day) or across days (e.g., 1x/day for 4 days) helped children learn.
Implications for Education Practice
Current laws state that educational practice needs to be research-based (NCLB; IDEIA, 2004)
How should we schedule instruction for young children? Massed vs Spaced ? Research supports Spaced
How should we schedule the Itinerant ECSE teacher’s time? Direct instruction vs. Consultation / Coaching ?
Research suggests Consultation/Coaching
Project DIRECT Web Site
http://www.utoledo.edu/education/direct/
Web Site Includes:
• Training Modules related to Itinerant ECSE Services
• Articles and Links to Resources• Professional Development Tool (P.I.E.C.E.S.)
• Information re: Training Sessions
Contact Information:
Laurie Dinnebeil, Ph.D. – [email protected]
Bill McInerney, Ph.D. – [email protected]
Lyn Hale, Ph.D. – [email protected] Spino, M.A. – [email protected]
Judith Herb College of Education - MS 954The University of Toledo2801 W. Bancroft St.,Toledo, OH 43606