As adult educators, we seek to facilitate engagement, encouragement, trust, and reflective inquiry in adult learners. These goals are core to much of adult learning theory (Merriam & Bierema, 2013; Merriam, Caffarella, & Baumgartner, 2007). Although these goals are crucial, it is easy to lose sight of our foundational purpose as educators: we want adults to learn. Yet, when perusing the popular literature on learning techniques, we run across fads and myths based on faulty premises and poor evidence. In Powerful Teaching, Pooja Agarwal and Patrice Bain dispel the myths and focus our attention on four evidence-based learning strategies which they call “Power Tools”: retrieval practice, spacing, interleaving, and metacognition-driven feedback. Agarwal, with expertise in cognitive psychology and education, succinctly explains the science, perfect for those of us unfamiliar with cognitive psychology’s technical terminology. Bain, as a veteran middle school teacher, provides robust examples in the P-12 classroom, many of which can arguably transfer to adult education settings. In addition, Agarwal provides direct examples in higher and adult education. In Chapters 2 and 3, they explain the first strategy: retrieval practice. Retrieval practice improves learning by the act of recalling information rather than simply absorbing it like a sponge. In Chapter 4, they introduce the second and third strategies, spacing and interleaving. The authors write how these techniques improve retrieval practice by encouraging purposeful forgetting—which paradoxically increases long-term retention. Spacing and interleaving manipulate the forgetting curve, spacing current material and interjecting related material in between topics. Chapter 5 introduces metacognition-driven feedback, which encourages learners to accurately assess their own learning, whereas Chapter 6 integrates all learning strategies together. The authors discuss the underlying science, but make it incredibly simple to digest. They blend a perfect mixture of practical examples and emphasize how retrieval practice is applicable to learners of all ages, in all disciplines, and in multiple environments. Although the first six chapters describe the learning strategies, Chapters 7 through 9 address the potential challenges of implementation and gaining learner buy-in based on the authors’ experiences. Agarwal and Bain explain how retrieval practice is difficult for learners as it encourages them to recall what they have learned. This is termed a desirable difficulty, as the act of recalling information is difficult but ultimately improves learning. The authors’ examples to keep retrieval practice activities at low stakes and establish supportive environments are key for practical implementation and resonate with the norms of adult education. Chapter 10 can be skipped by adult educators, as it focuses on P-12 parent involvement. However, Chapters 11 and 12 are useful for adult educators seeking to facilitate 871920ALXXXX10.1177/1045159519871920Adult learningAdult learning research-article2019

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书评：强大的教学：释放学习的科学，Agarwal，PK 和 Bain，PM

作为成人教育工作者，我们力求促进成人学习者的参与、鼓励、信任和反思性探究。这些目标是大部分成人学习理论的核心（Merriam 和 Bierema，2013 年；Merriam、Caffarella 和 Baumgartner，2007 年）。尽管这些目标至关重要，但很容易忽视我们作为教育者的基本目标：我们希望成年人学习。然而，在细读有关学习技术的流行文献时，我们会遇到基于错误前提和证据不足的时尚和神话。在强大的教学中，Pooja Agarwal 和 Patrice Bain 消除了神话，并将我们的注意力集中在他们称为“强大工具”的四种基于证据的学习策略上：检索练习、间隔、交错和元认知驱动的反馈。Agarwal 拥有认知心理学和教育方面的专业知识，简洁地解释了科学，非常适合我们这些不熟悉认知心理学技术术语的人。贝恩作为一名资深的中学教师，在 P-12 课堂上提供了有力的例子，其中许多可以说是可以转移到成人教育环境中。此外，阿加瓦尔还提供了高等教育和成人教育的直接例子。在第 2 章和第 3 章中，他们解释了第一个策略：检索练习。检索练习通过回忆信息而不是像海绵一样简单地吸收信息来改善学习。在第 4 章中，他们介绍了第二种和第三种策略，间隔和交错。作者写了这些技术如何通过鼓励有目的的遗忘来改善检索实践——这矛盾地增加了长期保留。间隔和交错操纵遗忘曲线，在主题之间间隔当前材料和插入相关材料。第 5 章介绍了元认知驱动的反馈，它鼓励学习者准确评估自己的学习，而第 6 章将所有学习策略整合在一起。作者讨论了基础科学，但让它非常容易消化。它们完美地融合了实际示例，并强调检索练习如何适用于所有年龄、所有学科和多种环境的学习者。尽管前六章描述了学习策略，但第 7 章到第 9 章则根据作者的经验解决了实施和获得学习者认同的潜在挑战。Agarwal 和 Bain 解释了检索练习对学习者来说是多么困难，因为它鼓励他们回忆所学的内容。这被称为理想的困难，因为回忆信息的行为很困难，但最终会改善学习。作者将检索实践活动保持在低风险并建立支持性环境的例子是实际实施的关键，并与成人教育的规范产生共鸣。成人教育者可以跳过第 10 章，因为它侧重于 P-12 家长的参与。然而，第 11 章和第 12 章对于寻求促进 871920ALXXXX10.1177/1045159519871920Adult learningAdult learning research-article2019 的成人教育工作者很有用 作者将检索实践活动保持在低风险并建立支持性环境的例子是实际实施的关键，并与成人教育规范产生共鸣。成人教育者可以跳过第 10 章，因为它侧重于 P-12 家长的参与。然而，第 11 章和第 12 章对于寻求促进 871920ALXXXX10.1177/1045159519871920Adult learningAdult learning research-article2019 的成人教育工作者很有用 作者将检索实践活动保持在低风险并建立支持性环境的例子是实际实施的关键，并与成人教育规范产生共鸣。成人教育者可以跳过第 10 章，因为它侧重于 P-12 家长的参与。然而，第 11 章和第 12 章对于寻求促进 871920ALXXXX10.1177/1045159519871920Adult learningAdult learning research-article2019 的成人教育工作者很有用