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Embed code for: Another whole school initiative St Albans Forum may 2017
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Another whole school initiative: Where’s the learning?
Whole school initiatives
Do you have whole school teaching expectations?
Do you think they’re evidence/research based?
Does it matter?
Compulsory lesson structure
Making pupils write lesson objectives
Photocopying every child's whiteboard as evidence of writing
Giving written feedback
Data seating plans
Differentiating learning objectives
Providing all lesson planning for scrutiny
Write down everything I did on my PPA including how long it took to do, including how long it too to record how long it took to record PPA
Principles for Learning
For teachers & students
The research suggests…..
It is beneficial for students to understand how they learn
Many students believe their ineffective strategies are effective
Teacher training materials don’t dedicate enough to key principles of learning
Knowing what you need to know
Checks knowledge & understanding
Diagnosis of key areas
“skills [should] be repeatedly reloaded, rather than executed over and over again”
“Student learning can be increased when students receive regular, specific, explanatory, and timely feedback on their work.”
How often do you do these?
How do you do them?
What are the potential issues with them?
The research suggests…
Spacing is more effective for long term memory than cramming
You shouldn’t study one topic for too long
Sleep ( 71/2 – 9 hours) can help with learning
Spacing & interleaving
Both spacing & interleaving happen naturally with most school timetables.
What might be the barriers to these?
How they be overcome?
Should a school decide on core teaching strategies?
References & further reading
Rohrer, D., Dedrick, R. F., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21, 1323–30. doi:10.3758/s13423-014-0588-3
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248. doi:10.1016/j.jarmac.2012.09.002
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–44. doi:10.1146/annurev-psych-113011-143823
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772–5. doi:10.1126/science.1199327
Kornell, N., Rabelo, V. C., & Klein, P. J. (2012). Tests enhance learning—Compared to what? Journal of Applied Research in Memory and Cognition, 1, 257–259. doi:10.1016/j.jarmac.2012.10.002
Pennebaker, J. W., Gosling, S. D., & Ferrell, J. D. (2013). Daily online testing in large classes: boosting college performance while reducing achievement gaps. PloS One, 8(11), e79774. doi:10.1371/journal.pone.0079774
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
Kornell, N., Klein, P. J., & Rawson, K. A. (2015). Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(1), 283–294. doi:10.1037/a0037850
Pennebaker, J. W., Gosling, S. D., & Ferrell, J. D. (2013). Daily online testing in large classes: boosting college performance while