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titleFYI each of the medium and low utility methods can be used to create retrieval practice questions e.g.

Medium utility

  1. Interleaved practice: Make flash cards use all the practice questions in one session, shuffle these flash cards them share them out to use in different subsequent sessions.

  2. Elaborative interrogation: Make flash cards “Explain why …” written as the question

  3. Self explanation**: Make up a table with attributes as row headings and old and new information as column headings, etc

Low utility

  1. Rather than highlighting text, the learner make makes up flash cards with questions on one side and answers on the other

  2. Imagery**: draw the image on the question side of flash card + image and detail on the other

  3. Mnemonic**: write out the leading letters vertically on the question side + the completed mnemonic on the answer side

  4. Write out the headings of the summarisation** on the question side of a flash card

  5. Rather than re reading text, make up flash cards

*Write the answer on the reverse of the flash card or write the book and page number the answer can be found

** Write cards so the question side can covered with thin paper which is written on - so cards can be reused

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Lessons can fail to be effective because of unexpected gaps in learning and we know that good assessment for learning can improve learning outcomes, so for low attaining learners - who, by definition, need more help to learn - good assessment for learning is far more likely be worth a bit more effort.

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but isn’t this another way of saying that teachers are encouraged by the SOL to teach in a way that avoids noticing of forgetting?

Teaching a "large bite or several small bites” rather than a "small bite" will be a more efficient use of time providing most of the learners retain most of the new learning. Sweller’s research says that teaching better becomes learning if the teacher teaches the correct grain size.

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