This course is set up into a number of topics, the teacher will find that, any learning they do in advance of the course, will reduce the duration of the training course.
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topic
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is particularly suitable for people who line manage a maths department.
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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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The steps in the summary guide us to the most efficient process:
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We hope, in the future, to use A.I. based on our data analysis to help further improve the teacher to more securely know when a given new small bite of learning has all its pre requisites as firm foundations,
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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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A little overlearning is good - we need to make sure the learner hasn’t just had a lucky guess or question - but after that a little overlearning: if we schedule extra practice which is
overlearning - the learner may well become more fluent, but won’t be prompted to embed the learning more deeply,
well timed retrieval practice - the learner will embed the learning more deeply, but for the next few practices will, almost certainly, appear less fluent.
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A little overlearning is useful, but don’t waste lesson time with more, instead use the “saved” lesson time to embed the learning of previous lessons or teach more on another topic. |
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Culturally we have learned that fluency is a proxy for deciding if learning has happened - and its hard to shake - but by watching learning happen with retrieval practice, especially with learners who find learning hard, hopefully you will I think you’ll soon become convinced. Of course lack of fluency can also be an indication that we are teaching too much or too hard. Good luck ofsted lesson observers in deciding within lesson observations if teaching is becoming learning! |
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Highlighting: highlighting or underlining whilst reading
Imagery: formal mental images while reading
Keyword mnemonic: use of acronyms to assist learning
Summarisation: Writing summaries
Rereading: Rereading text, which has already been read
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Medium utility
Low utility
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NB 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 |
(4) why most learners don’t need the proposed interventions
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Doing some assessment for learning, prior to planning teaching, is far more effective than doing none, however it can be complex to do, record and use. |
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These complexities mean that for most learners minimal - and on the hoof - assessment for learning is the best use of the teacher's time. Common obstacles are:
Hence in our opinion although RAG recording of exam performance may be better than nothing, they are not a good use of the teacher's time. More highly attaining learners can often manage to learn and fill in, or steer around, learning gaps as they learn new skills. So teachers of more highly attaining learners can often fill learning gaps they discover, as and when they discover them. |
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Lessons can fail to be effective because of unexpected gaps in learning |
. We know that good assessment for learning can improve learning outcomes, so for low attaining learners - who, by definition, need more help to learn - assessment for learning is far more likely be worth a bit more effort. |
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Once the teacher has spent time re-establishing pre-requisites skills, in order to teach something harder, both the department and the teacher want to "get on and make the most of it". Part of why schools use a teach-each-topic-once-a-year SOL is that it avoids “wasting teaching time revising” and means the teacher needs to do less differentiation and they can teach from a common beginning point.
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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The more a learner knows and the larger their working memory capacity is, the more new learning they are likely to be able to learn from a topic at a time. The less a learner knows and the smaller their working memory capacity is, the smaller the amount of new learning the learner is likely to be able to learn from each topic at a time.
An annual scheme of learning makes learning harder for low attaining learners, as they often have "nearly but not quite remembered the pre requisites" before they are asked to use those pre requisites, not just for the next step of learning, but also for one or two steps after that. With a teach-each-topic-once-a-year scheme of learning we are asking the lowest attaining learners to follow the learning style which works for the highest attaining learners. Thinking of sport, it is like asking a swimmer with arm bands to follow the training regimen of member of the swimming team. |
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High attaining learners can usually easily remember the learning of the lesson for |
up to 5 weeks - so homework and end of unit tests, work well as unacknowledged retrieval practice. Learners at the median can usually remember the learning of lessons for about 1 |
week - so homework and end of unit tests, works reasonably well as retrieval practice - although most of these learners will need to do some out of class revision to “do as well as they can”. Weekly quizzes followed by perhaps fortnightly tests - which include increasing interval retrieval practice on prior learning - are likely to work even better. |
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Learners at or below the lower quartile can usually remember the learning of the lesson for |
a few days |
- so homework and testing are far less likely to make well timed retrieval practice. Additionally even if testing and homework is scheduled every few days, and this does extend the durability of the recall-ability of new learning, it is likely to extend the learning for no more than an additional fortnight. So unless we use additional strategies - such as increasing interval retrieval practice, which timely practice uses - we can’t legitimately complain when low attaining learners can’t remember what we taught them last week/month/term/year. |
(5) motivation is an outcome of success
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timely practice was written to
Reduce the need for testing, we make assessment for learning low stakes and we reduce the need for future pre assess by tracking how new learning is embedding, that is we do assessment of learning, that is assessment of retrieval practice. During the pre assess process we encourage the teacher to explain to the learner its purpose is to find out what the learner knows and what the teacher should teach next, not to judge the learner.
We want learners to get over 80% of their timely practice retrieval practice questions correct - so feedback requirements are low and so feedback is more likely to be successful - so, sometimes we need to reduce the number of layers which are regularly requiring feedback.
However we encourage teachers to discourage learners from giving themselves a score on their retrieval practice assignments.
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which reduce the working memory load of the lesson,
which teach on firm learning foundations,
which help the learner to embed the learning of the lesson into long term memory .
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and
which lead to success, which leads to increased motivation.