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We call this smaller working memory friendly teaching
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and it involves these 3 steps:
Teaching a small bite on firm learning foundations means learners are more likely to retain the learning of the lesson until the next lesson.
Using increasing interval retrieval practice can extend the durability of the recall-ability of the small bite from the next lesson to many months at which point …
… the small bite is very likely to be firm foundations for future learning, so we can now repeat the process on another, small bite of learning.
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Teaching too large a bite or several small but similar bites or teaching on insecure learning foundations - means that although we are likely to see success of our teaching within the lesson - we are more likely to see the learner can’t independently recall and accurately apply the learning of the lesson the next lesson. i.e. not all teaching has become learning during the night after the lesson. If the learner can independently recall and accurately apply the learning of the lesson the next lesson, they will forget that learning - or not be able to recall that learning - if they do not use the learning within a suitable time frame. If we can successfully embedded a small bite of learning, if we don’t repeat this process sufficiently frequently - by teaching a little more on the the topic several times a year - learners will still fall behind their peers who can learn larger bites at one time.
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| title | More detail on small bite teaching SOL |
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The steps in the summary guide us to the most efficient process: Teach an appropriate grain size - for low attaining learners this is a small bite - but which bite? The timely practice app can help the teacher identify suitable next bites to teach and provide suitable teaching and learning resources and teacher training to give a very high chance of success. Embed the learning using increasing interval retrieval practice and respond to the need for feedback. The timely practice app schedules the retrieval practice, the teacher provides the feedback within a time in the lesson allocated for this, whilst all the other learners in the class are productively engaged in embedding learning. Spiral through the curriculum at a faster pace, whilst ensuring steps 1. and 2. are applied.
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| title | Research on these ways of working - in more detail than the teacher /manager needs to know - but please follow the links below if your are curious to know more |
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Sufficient research on all of these aspects will be introduced throughout this - the explaining and training course - but here are links to the key research for the curious: |
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