Blocked practice: Why mastering one skill at a time improves learning

Therefore, blocked practice looks like the opposite of mixed practice or interleaved practice, in which different types of problems are mixed together during the same study session. Therefore, blocked practice as a study strategy anchors on practising one skill or category of problem repeatedly before moving to the other. So, it helps learners establish foundational knowledge, develop fluency, and correct errors. Blocked practice remains useful in teaching and training; especially when students are learning unfamiliar concepts for the first time. 

Blocked practice does not have one universally-recognised originator. For it developed from research into practice, skill-acquisition, motor-learning. Important contributors to the scientific study of blocked practice include: Hermann Ebbingaus that conducted foundational research on retention, repetition, and forgetting. William F. Battig also contributed to research on contextual interference, which helped explain why practising tasks in blocks can differ from mixing tasks. Richard H. Shea and Richard L. Morgan published influential research in 1979 on contextual interference and motor-skill learning. 

Ideally, contextual interference is a concept in motor-learning that refers to the effect of practising different skills or tasks in a mixed or random order rather than practising one skill repeatedly before moving to another one. It explains how the order of practice affects learning and performance. In sum, there are two major types of contextual interference: (1) Low contextual interference or blocked practice, where one skill is practised repeatedly before moving to the next skill. For example, in sports, practising 20 basketball free throws before practising layups. 

Then, (2) high contextual interference or random practice, where different skills are practised in a mixed random or mixed order. For example, still in basketball, alternating between basketball free throws, layups, and jump shots in no fixed order. Therefore, from the explanations, high contextual interference or random practice looks like mixed practice or interleaved practice, which is the opposite of low contextual interference or blocked practice. 

The study strategy follows a simple pattern: Firstly, identify one topic, skill or concept that requires practice such as Writing Topic Sentences. Secondly, complete several questions or repetitions involving the same skill. Thirdly, check your performance by reviewing mistakes, understanding corrections, and repeat the exercise where necessary. Then, move to another skill. More so, once you have achieved a reasonable level of accuracy. Afterwards, proceed to the next topic or exercise. 

Therefore, there are three things that mark and make block practice work. They include: Firstly, sequence, where you study one complete block of material at a time. For example: Topic A, then Topic B, then Topic C. Secondly, is repetition, where you solve or practise the exact same type of problem over and over in a single setting. For example, doing 20 problems in Mathematics of the same formular in a single row. Thirdly, there is the immediate feel, where it feels smooth, organised, and reassuring because your brain swiftly picks up the pattern and your short-term performance shoots up. 

Blocked practice is worth exploration in specific instances. Ideally, it is of help when learning new concept or procedure; developing basic skills requiring repeated steps; correcting a specific recurring error; learning fundamentals of sport, musical instrument, or practical task; building confidence before attempting more complex or mixed exercises. 

Finally, blocked practice builds initial understanding. For repeated exposure is of help to beginners in becoming familiar with a concept or procedure. It helps learners develop basic skills. For repetition helps them to practise same topics until they become adept at it. It builds confidence of learners. For learners can see immediate improvement when performing similar tasks. It makes feedback easier to apply. For students can correct mistakes and immediately try the same types of questions, again. It simplifies instructions. 

For teachers can concentrate on explaining one concept at a time. It supports skills-development. For it is particularly useful when a task requires learning a sequence of steps. Such as using laboratory equipment or operating a computer programme.