In this guide
The multiple exposure strategy gives students numerous opportunities and ways to interact with information and learning. It is a well thought out, systematic approach rather than simple repetition or drill work.
Research, such as that from John Hattie, suggests that deep learning develops most effectively over time via multiple, spaced interactions with new concepts. This spacing may take place over several days and include different activities to vary the interactions students have with new knowledge. Multiple exposures vastly improve learner retention of new knowledge. The strategy works most effectively when the exposures occur over a span of time and when they are used to develop the mastery of new skills and knowledge.

Whenever possible, multiple exposures work best when strategically spread over an extended period, such as part of a unit or topic outline. Reinforcing links between the learning intention and what the class is working on helps make this repetition more meaningful.

Planning and structure are needed to implement multiple exposures effectively. They should be considered at the outset of the preparation of a new unit of study. Activities can then be devised to provide opportunities for students to engage and reengage with ideas and concepts and to practice new skills in a range of different contexts. This planning helps to support the transfer of learning.

Feedback plays an essential role in teaching with multiple exposures. It can offer feedback on a student’s progress towards their learning goals, while simultaneously preventing misunderstandings and errors transferring from one exposure to the next. As with all feedback, it can also be used to inform professional practice to develop teaching and learning strategies for a particular class or topic.
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briefcase iconHead of Education
A qualified teacher and human resources professional, Tara has had an extensive career as a teacher and leader in K-12, and in learning and development.
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