How learners can use the interleaving strategy to study smartly

Interleaving, or interleaved practice, is a study strategy in which students alternate between different but related topics, concepts or types of problems during a single study session. They do that instead of practising one topic continuously, as in blocked practice. The interleaving strategy discourages students from studying a single topic repeatedly before moving to another one. So, it is a mixed practice, where learners mix, or interleave, multiple topics when they sit to study. To interleave is to combine different elements by placing parts of one thing alternating with parts of another. Or to insert alternating layers, sheets, or steps at regular intervals. It’s the opposite of blocked practice, where students study one topic thoroughly before moving to the next one.

For example, in Mathematics, instead of solving 30 mathematical problems only on Probability, the learner can also solve problems in Vectors, Trigonometry, Loci and Matrices. Exponents of interleaving believe that when learners practise several types of mathematical problems, they can perform better. Therefore, interleaving as a study strategy involves mixing different, but related topics, skills, or problem types within a learning session. Its key principle is that, instead of practising one type of question repeatedly, you mix related types of questions to enhance variety, break boredom, build concentration, strengthen understanding and improve ability to apply knowledge.

Origin of Interleaving

Interleaving has its deep roots in research on learning, memory and skills acquisition. It doesn’t have a single proponent attributed to it. Instead, it developed through experimental research into how the arrangement of practice influences learning. Early studies attempted to examine whether repeating the same task continuously or alternating between different tasks leads to better learning outcomes. This led to research on Contextual Interference – the effects of practising different skills in alternating order rather than practising each skill separately. So, Richard A. Schmidt, as a researcher, contributed to understanding motor learning and skill acquisition. Progressively, Robert A. Bjork and Elizabeth Ligon Bjork contributed to the broader understanding of learning conditions that improve long-term retention (LTR).

How Interleaving Works

The strategy works by requiring learners to repeatedly retrieve information, compare concepts, and decide on an appropriate approach for a particular situation. These are the important mental activities involved in interleaving. Firstly, retrieval practice, which demands that learners return to a topic after studying something else; they retrieve information learnt previously from valuable vaults of memory. This strengthens their ability to recall and use information later.

Secondly, there is the discrimination between concepts, in which learners recognise differences between topics that are related. Thirdly, comparison and contrast, where alternating topics of study encourage learners to compare their characteristics. For instance, a Biology learner studying mitosis and meiosis can compare their stages, purposes and outcomes. This in turn, helps the learner to understand both the two processes and how they differ. Then, there is flexible application of knowledge: Students learn to select and apply appropriate knowledge in different situations. This is useful in examinations, where questions seldom appear to apprise candidates which formulas, concepts, or methods should be used. Additionally, there is the strengthening of long-term retention through interleaving. The strategy involves returning to topics after intervals. So, it supports long-term retention (LTR).

Steps in Interleaving

In the salient steps: Identify 2 to 4 related topics from a subject. Learn the basics of each topic by reading relevant notes, reviewing worked examples, and making sure you understand key principles. Practise each topic briefly by completing a few questions on each topic to establish the requisite skills. Mix questions by arranging questions from different topics in a mixed order. Identify topics before answering. Answer without immediately checking the notes by trying to mine information from valuable vaults of memory. Check and correct your answers by marking your work and identifying reasons for every mistake. Repeat the exercise later by returning to the same topic after an interval, such as the following day or several days later. Monitor your progress and success. How? By recording your scores, noting recurring errors, and identifying topics requiring in-depth revision.

Interleaving and Other Study Strategies

Interleaving works well when combined with other smart study strategies such as retrieval practice, where students focus on testing themselves regularly on interleaved topics so as to reinforce learning. Then, dual-coding, which encourages combining verbal with visual information in an interleaved study session. Likewise, elaboration: Learners explaining concepts in their own words and connecting them to other ideas as they move between topics. Also, focusing on concrete examples, where learners use specific examples to illustrate abstract concepts across different subjects.

Benefits of Interleaving

Finally, interleaving as a study strategy has umpteen benefits, which include: (1) Interleaving improves long-term retention. Mixing practice with retrieval assists students in remembering information for a long span beyond the immediate study session. (2) Interleaving hones problem-solving skills in learners. How? Through it, learners are able to point out what a problem requires before settling on a possible solution. (3) Interleaving develops critical thinking skills in learners. More so, when learners analyse questions, compare concepts, and make decisions about the relevance of information. (4) Interleaving improves discrimination between similar concepts that may initially appear similar.

For example, in Geography, learners can compare weather with climate. (5) Interleaving encourages deeper understanding of concepts. Instead of simply repeating procedures, learners think about why and when a particular method should be used. (6) Interleaving improves examination preparation. More so, because any standard exam mixes questions from different topics. So, interleaving prepares students to point out an apt approach without being told which topic will be tested. (7) Interleaving promotes flexible learning. By employing it, learners are able to apply their knowledge to tackle unfamiliar questions in different settings. (8) Interleaving assists learners to identify learning gaps. For when topics are mixed, students discover that they understand one topic quite well, but struggle with another. This enables them to identify areas requiring additional revision. (9) Interleaving encourages active study. When switching between related topics, learners make repeated decisions, compare information, and retrieve previous learning.

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