Connect where possible to the interests of the students, making it more meaningful. This leads to better processing and retention. Show that a task is useful by placing it in an authentic context. You can do this, for example, by linking it to the everyday living environment of the students and making it clear to them when they will apply this task. By making this connection, abstract concepts become more concrete (see learning strategy concrete examples) and students see the usefulness of it more clearly. When students see the usefulness, they process the information more deeply, which leads to better storage in long-term memory (see image, Craik & Lockhart, 1972). This is also referred to as authentic or meaningful learning. Additionally, aligning with the students' world increases intrinsic motivation. Students become genuinely interested in the subject and will therefore spend more time on it. This means that students subsequently understand the subject better, which is beneficial for their final performance.
Connect where possible to the interests of the students, making it more meaningful. This leads to better processing and retention. Show that a task is useful by placing it in an authentic context. You can do this, for example, by linking it to the everyday living environment of the students and making it clear to them when they will apply this task. By making this connection, abstract concepts become more concrete (see learning strategy concrete examples) and students see the usefulness of it more clearly. When students see the usefulness, they process the information more deeply, which leads to better storage in long-term memory (see image, Craik & Lockhart, 1972). This is also referred to as authentic or meaningful learning. Additionally, aligning with the students' world increases intrinsic motivation. Students become genuinely interested in the subject and will therefore spend more time on it. This means that students subsequently understand the subject better, which is beneficial for their final performance.
Kirschner, P. A., Claessens, L. & Raaijmakers, S. (2018). Op de schouders van reuzen: Inspirerende inzichten uit de cognitieve psychologie voor leerkrachten. Meppel: Ten Brink Uitgevers.
Valerio, K. M. (2012). Intrinsic motivation in the classroom. Journal of Student Engagement, 2(1), 30-35.
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018). Undertanding how we learn: a visual guide. New York, Verenigde Staten: Routledge.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.