This course is FREE with an Online Subscription

Course Description

Students can be exposed to learning, participate in learning and understand learning. However, the learning we observe during lessons may not be a good indicator of retention.

Kirschner, Sweller & Clark (2006, p 76) claim that “if nothing has changed in long-term memory, nothing has been learned”. The on-going problem of student learning gaps may be the result of forgetting more than missed learning.

NESA accredited

How can we ensure that classroom learning moves into long-term memory?

Expertise theory tells us that it is deliberate, purposeful and systematised practice that moves learning from understanding to mastery (Ericsson & Pool, 2016).

Given that time is highly limited in the classroom, it makes sense to provide students with the type of practice that cognitive psychology has identified as the most efficient and effective: spaced, retrieval and interleaved practice (Dunlosky et al., 2013). These strategies facilitate the ‘desirable difficulty’ (Bjork, 1994) that increases learning durability.

This course will guide educators through the theory behind ‘desirable difficulty’ learning strategies, including how to incorporate them into the classroom. 

The use of whole class daily reviews will be re-examined and a new strategy using mastery learning folders will be introduced for individual practice, which could be applied to Individual Education Plans.


This course will suit primary curriculum leaders, primary classroom teachers and those interested in strategies and tools for manageable student practice of classroom learning according to individual needs.

Teaching Standards

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn: Structure teaching programs using research and collegial advice about how students learn.

$  119 + GST - Individual Enrolment
$1250 + GST - Team Enrolment

FREE with  Online Subscription

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Course curriculum

  • 1

    Module 1

    • Important Details About This Course

    • Broad Theoretical Foundation

    • Memory Retrieval Questions

  • 2

    Module 2

    • Specific Theoretical Foundation

    • Memory Retrieval Questions

  • 3

    Module 3

    • Group Practice

    • Memory Retrieval Questions

  • 4

    Module 4

    • Individual Practice

    • Memory Retrieval Questions

  • 5


    • Resources

  • 6

    Course feedback

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This course may contribute towards Elective PD hours. Visit for more details.



Nicola Carr-White

Nicola Carr-White

Nicola Carr-White, a primary trained teacher, developed a classroom practice process through informal action research using a tool known as a mastery learning folder. The ability to better manage differentiation and consolidation in this context, and positive student progress, led her to undertake a research MEd to discover the underlying theory and to identify potential evidence-informed revisions based on spaced retrieval, interleaving and metacognitive strategies. Her thesis, "Towards an Evidence-Informed Differentiated Learning Consolidation Process (DLCP) to Support Classroom Instruction", was examined by Robert Bjork, John Sweller and John Hattie and accepted without amendments by the examination board of Edith Cowan University. Nicola continues her work in the field through her business, Mastery Learning Group, supporting schools in their implementation of the mastery learning folder strategy.

Features of TTA Online PD

  • Availability

    Online courses are available 24/7. Designed to be done in your own time at your own pace.

  • Team Online

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  • Money back Guarantee

    If you complete less than 25% of an online course and aren't completely satisfied, let us know, and we will cancel your enrolment and provide a full refund.