Tagged: Memory

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A week working at UCLA in the Bjork Learning and Forgetting Lab

Dear readers, Over the summer I was privileged to visit UCLA in Los Angeles to work with a number of educational researchers looking into how cognitive science can be used to improve teaching. In a highly stimulating week I learned about both the historical and contemporary research findings relating to our thrusts and was also able to share some of...

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My interview on the Mr Barton Maths Podcast

This weekend I had the privilege of being interviewed by Craig Barton for an episode of his wonderful maths podcast. We discussed many issues relating to maths education, including: How does Will plan lessons? – we dive very deep into this! How do Will and his department try to create renewable lessons? Can Will describe a lesson that went badly,...

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In search of mastery- lesson study in multiplying fractions

The focus on planning for students to have ‘mastery’ in their learning is much discussed at present. The term ‘mastery’ is somewhat vague and I have read many contrasting attempts by others at defining it. I will not attempt a definition; personally, I am still on the ascent in my understanding of this idea and cannot survey the landscape fully...

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Knowledge organisers- more clarity than learning objectives and great for building retention

The inspiration for this post came from an article on Joe Kirby’s blog, Pragmatic Reform called Knowledge Organisers. I have huge admiration for what Joe and his colleagues are achieving at Michaela Community School by challenging just about every status quo in teaching and learning. They are at the forefront of developing high-impact, sustainable-workload teaching strategies informed by cognitive science research...

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Forgetting is necessary for learning, desirable difficulties and the need to dissociate learning and performance

How many questions should I give students to work on after my instruction? Should I group all the questions together or space them over time? Should I ‘block’ questions on the same topic together or should I mix them with questions from other topic areas? Is ‘over-learning’ an efficient strategy for boosting student outcomes? Should I always be using high-frequency formative...