Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology (2013) says:
Key point is table 4 on page 45:A main goal of this monograph was to develop evidence-based recommendations for teachers and students about the relative utility of various learning techniques.
High Utility:
Practice testing - Self-testing or taking practice tests over to-be-learned material
Distributed practice - Implementing a schedule of practice that spreads out study activities over time
Moderate Utility:
Interleaved practice - Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session
Self-explanation - Explaining how new information is related to known information, or explaining steps taken during problem solving
Elaborative interrogation - Generating an explanation for why an explicitly stated fact or concept is true
Low Utility:
Rereading - Restudying text material again after an initial reading
Imagery use for text learning - Attempting to form mental images of text materials while reading or listening
The keyword mnemonic - Using keywords and mental imagery to associate verbal materials
Highlighting - Marking potentially important portions of to-be-learned materials while reading
Summarization - Writing summaries (of various lengths) of to-be-learned texts