“Create study tools that incorporate retrieval practice, generation, and elaboration. These might be exercises that require students to wrestle with trying to solve a new kind of problem before coming to the class where the solution is taught; practice tests that students can download and use to review material and to calibrate their judgments of what they know and don’t know; writing exercises that require students to reflect on past lesson material and relate it to other knowledge or other aspects of their lives; exercises that require students to generate short statements that summarize the key ideas of recent material covered in a text or lecture. Make quizzing and practice exercises count toward the course grade, even if for very low stakes. Students in classes where practice exercises carry consequences for the course grade learn better than those in classes where the exercises are the same but carry no consequences. Design quizzing and exercises to reach back to concepts and learning covered earlier in the term, so that retrieval practice continues and the learning is cumulative, helping students to construct more complex mental models, strengthen conceptual learning, and develop deeper understanding of the relationships between ideas or systems.”