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Research feel free to read about Rohrer and Taylor's experiments which were designed to find the relative efficacy of overlearning and retrieval practice when teaching a new maths skill.
(3)
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Learners with ALN and SEN and learners living with poverty and trauma, usually find learning harder than peers. These learners benefit most from teaching strategies
which reduce the working memory load of the lesson,
which teach on firm learning foundations,
help the learner to embed the learning of the lesson into long term memory.
Here is a link to some research on this, which the reader may refer to if they are interested.
(4) motivation is an outcome of success
Culturally - especially with the rise of neoliberalism - many people believe that increasing motivation gives rise to greater success.
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Mihaly Cziksentmihalyi's contribution to understanding learning - pointing out that motivation is the outcome of success, rather than what is commonly believed: learners must provide motivation before than they can be successful - is to my mind so simple, and yet so powerful. Flow – The Psychology of optimal experience, Mihaly Cziksentmihalyi, Harper, 1990 |
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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 is more likely to be successful - 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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utility of embedding learning methods
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Medium utility
Low utility
*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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4) why most learners don’t need the proposed interventions
why minimal assessment for learning works with most learners
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Learners at or below the lower quartile can usually remember the learning of the lesson for 1 to 4 days, - so homework and testing are far less likely to make well timed retrieval practice.
(5) motivation is an outcome of success
Culturally - especially with the rise of neoliberalism - many people believe that increasing motivation gives rise to greater success.
| Expand | ||
|---|---|---|
| ||
Mihaly Cziksentmihalyi's contribution to understanding learning - pointing out that motivation is the outcome of success, rather than what is commonly believed: learners must provide motivation before than they can be successful - is to my mind so simple, and yet so powerful. Flow – The Psychology of optimal experience, Mihaly Cziksentmihalyi, Harper, 1990 |
| Expand | ||
|---|---|---|
| ||
|
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 is more likely to be successful - 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.
(6) teaching strategies which give greatest benefit to the hardest to teach learners
Learners with ALN and SEN and learners living with poverty and trauma, usually find learning harder than peers. These learners benefit most from teaching strategies
which reduce the working memory load of the lesson,
which teach on firm learning foundations,
help the learner to embed the learning of the lesson into long term memory.
Here is a link to some research on this, which the reader may refer to if they are interested.