training - layer 1
Remembering learning for longer: a very effective way to raise attainment
Most low attaining learners forget the learning of most lessons within a few days.
By significantly increasing the proportion of the learning which each learner can recall and accurately apply we can significantly raise attainment.
There are two threads to improving memory:
- increase the length of time for which the learning of the lesson can still be recalled from long term memory,
- effectively increase the learners' working memory capacity.
| increase the duration of long term memory | effectively increase working memory capacity | |
|---|---|---|
| theory | ||
timely practice |
Summary of pertinent research
Rohrer and Taylor did research on the efficacy of overlearning versus retrieval practice
- overlearning
- what: continue to practise one or more similar questions (once the learner has answered at least one question correctly),
- when: directly after teaching i.e. within the same lesson.
- retrieval practice
- what: continue to practise one or more similar questions (once the learner has answered at least one question correctly)
- when: some time (a few hours, a few days, a few weeks) after the lesson (the more highly attaining the learner, the longer the wait can be)
The research was on the maths learning of some students (not studying maths) in a U S college learning.
I've summarised what they discovered and shown how timely practice uses this research to improve the learning of low attaining learners in maths lessons - see the mp4 below.
After teach-learn and practise-learn of 10 questions - the learners score 32% when tested after 4 weeks
After teach-learn and practise-learn of 5 questions, waiting a week another teach-learn and practise-learn of 5 more questions - the learners score 64% when tested after 4 more weeks.