A teacher wants to help students distinguish between new and previously learned concepts by including both in a single review activity. Which strategy should the teacher use?

Feedback is crucial for helping students understand their performance and correct misunderstandings, but it does not inherently involve the mixing of new and old material. While feedback can reinforce learning, it does not provide the necessary framework for distinguishing between new and previously learned concepts as effectively as interleaving does.

Retrieval practice involves recalling information from memory, which is beneficial for long-term retention. However, it typically focuses on reinforcing specific information rather than integrating new and old concepts together. Therefore, while useful, it may not provide the comparative context needed to distinguish between new and previously learned material.

Metacognitive reflection encourages students to think about their learning processes and strategies. Although this can promote self-awareness in learning, it does not directly address the integration of new and previously learned concepts in a tangible way. It is more about understanding one's own learning rather than actively distinguishing between different types of knowledge.