Pedagogic insight by Zack Zimbalist, Ph.D., Teaching and Research Assistant (post-doc)

At the start of the courses I lead, I tell students that my primary focus is on their learning. To that end, I strive to create “desirable difficulties.” A term coined by psychologist Robert A. Bjork in 1994, desirable difficulties refer to learning conditions or tasks that require a substantial but desirable (achievable) level of effort.

I believe the process of learning should be increasingly challenging, frustrating, and slow. A large body of research has shown that this approach positively affects long-term learning and the transfer of knowledge across domains.

In contrast to short-term accomplishment and performance, long-term learning rarely occurs through tasks that are easy, effortless (rather than effortful), or focused on memorization for a one-time exam.

To foster desirable difficulties, I use three main techniques, which are supported by academic research:

• retrieval practice (the repeated testing effect),

• the spacing effect (distributed practice)

• interleaved practice (mixing related concepts).

Retrieval practice involves regularly having students recall previously learned material. Relatedly, spacing encourages students to space out their study sessions and practice throughout the semester rather than cramming for a single exam. Finally, interleaved practice involves learning overlapping or related concepts simultaneously.

My goal is to design instruction, in-class activities, and low-stakes bonus point quizzes for each session to encourage students to revisit concepts and material throughout the semester, with the hope that this will lead to lasting deep learning.

Curious to learn more about our teaching? Read more:

Our Teaching Philosophy

WUPOL Specialisation “Politics and Money”

Our Courses

Sign up for our mailing list for regular updates from the Institute. You can find the subscription form here: Subscribe to the newsletter