The literature on human learning repeatedly reveals, however, that those strategies prove effective primarily for short-term learning. If we want long-term learning from our students, we have to teach them (and advise them to study for themselves) with more active learning strategies like the ones described in these chapters. Students who take pretests or make predictions are forced to confront the depth of their knowledge, and that confrontation—when it reveals gaps or weaknesses—might spur them to better or more determined learning.
