4 proven methods to significantly raise attainment
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assessment for learning tells the teacher how well learners have learned something and so teachers can then act, if need be, to improve that learning or teach something harder on the firm learning foundations the teacher has established that the learner has.
feedback is a process that enhances learning by providing learners with the opportunity to improve their current or recent attainment, by comparing with an ideal.
mastery learning requires teachers to hold back from teaching harder knowledge/skills/methods until the learner has mastered the prerequisite knowledge/skills/methods.
retrieval practice requires that practice questions are spaced out over time - rather than done in a block just after teaching - so that the learning can be recalled for longer.
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Although there is some contention whether deliberate practice is sufficient to make a person an expert, it is clear that it is must be part of the training programme. All practice within the timely practice assignments is deliberate practice -
the intention may be to increase the depth of learning, how long the learning can be recalled for
or the intention may be to improve the accuracy of the learner.
In learning to become an expert, most people have a valued colleague or mentor who helps them plan their practice.
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Learners Low attaining learners using the timely practice app rely on have
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Whether you prefer to use the vocabulary of chunks or mental schema or schemata to talk about how learners build up interconnections in long term memory, there is little doubt that this is the mechanism of how humans learn to do the many complex things we are capable of. Happily chunk-based learning can help learners with smaller working memory capacity learn, as their more highly attaining peers do, because the chunks in long term memory replace some of the working memory requirements for answering questions. The recommendations from chunk-based learning of teaching standard problems throughly first, to teach using an improving spiral curriculum and to teach from the known to the unknown and the simple to the complex.
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We strongly encourage teachers to use a tightly spiralled scheme of learning - a spiral of gently rising expectations - and teach only a small bite - a layer from each topicper learner per topic per curriculum spiral. The first spiral through the curriculum is likely to be slower than subsequent spirals, because of the time that must be spent on pre assess. |
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